How we can address marking workload for teachers and schools?
In February 2016, I met up with @Urban_Teacher at home to discuss teaching, particularly workload and well-being. In this post I offer my thoughts on the workload (marking) crisis and provide some solutions.
Common Sense:
At the school in which I work, Power from the Floor (as part of our own CPD series) offered a common-sense approach to whole-school marking. The 5-point plan considered the following – consulted by all our staff:
- To develop high quality assessment.
- To develop diagnostic feedback across all subjects.
- To approach marking from a realistic, workload perspective.
- To keep in mind a common-sense approach.
- To ensure we are getting it right for students and teachers from the outset.
Visit the CPD session here and download the resource.
Workload Consistency:
We then developed our Learning Policy (mark section), consulting and tweaking components with our staff:
- Teachers must have a secure overview of the starting points, progress and context of all.
- Marking must be primarily formative, may be selective, and include use of yellow box methodology which is clear about what students must act upon.
- Marking and feedback must be regular.
- The marking code must be used.
We reviewed the progress we have made this year in our MER cycle. No learning walks, no graded observations … and soon the introduction of our Coaching Model once we abandon formal observations altogether.
Video:
In this video clip, I share my thoughts on the marking crisis, offering some workload strategies for schools and teachers.
There will be some more content to follow over the Easter period. I hope you find the video thoughtful and useful …
TT.
