It consumed every evening and at least one day of the weekend. I had no life and the cycle repeated itself every week until the summer holidays. I hated marking.
Oh, and by the way, it made no difference!
I was ticking and flicking, leaving comments that were far too generic and the marking often went unnoticed or unacknowledged by the students. So, I’ve stopped. Or at least, I’ve stopped doing what I was doing. Now, my marking is less frequent but makes a much greater difference to the progress of my students.
I’ve trialled a few different methods of marking and feedback (they aren’t always the same thing!) to a wide range of classes from KS3 to KS5. I’ve settled, for now, on the one that appears to make the biggest difference, whilst taking the least amount of time to implement. My classes are making better progress and I have my life back!
This is a re-blog post originally posted by Andy McHugh and published with kind permission.
The original post can be found here.
How to mark and still have a life:
Decide why you are marking in the first place
It isn’t agreed by all educators what the purpose of marking is. Some argue it is to point out where the student is going wrong and guiding them back to where they should be going. Some argue it is to build up a relationship between the teacher and the students so that the teacher can understand better how to support them in class. Others think that marking is a way of showing to parents and school inspectors that teachers are paying attention to the work produced by students.
My view is that marking is one method we can use to cause an improvement in student performance. It isn’t the only method; forms of feedback other than traditional marking can be much more effective, e.g. immediate verbal feedback (one of the most significant drivers of improvement in my experience). It is the ‘causal’ relationship between the marking and the improvement which is the key point here. If a type of marking doesn’t ’cause’ improvement, then either change it or abandon it entirely. As teachers, we are sometimes slow to abandon practices that don’t yield fruit immediately. We see value in playing the long game. However, we can also fall into the trap of mistaking the ‘long game’ for plain old-fashioned ‘laziness’.
Question: Are we really assessing our methods over time, or are we just unwilling to change our method and hoping that things will improve?
Only mark work that will significantly help your students achieve their goal
Some work should be marked and other work shouldn’t. We should get students to do both types of work, as they serve different purposes. However, we also need to distinguish between both types of work when planning our lessons. Otherwise, our lessons risk becoming too formulaic, may lack creativity and will fail to engage at least some of the students.
To decide which work to mark, ask this question: “What does the student need to be able to do by the end of the course?”
The work should (only?)* be marked if it shows:
- the student adding to or improving a skill that they need to be able to master
- the student’s understanding of a concept, story, method, etc that they need to be able to explain
- the student’s detailed analysis, application or evaluation of a theory that they need to be able to argue
The work (perhaps?)* shouldn’t be marked if it shows:
- Repetition of previously marked work (with nothing added or amended)
- Basic consolidation of understanding and which may be below the student’s ‘true potential’ (I hate this phrase but we all use it)
- skills, knowledge, etc that doesn’t help students in their pursuit of the goals of the course (why would you be doing these tasks anyway?)
*In teaching, nuance is everything – you know when an exception can be made here!
Only make comments that will significantly help students achieve their goal
Generic comments like ‘great effort’ and ‘more detail needed’ are only useful up to a point. They tell the student in a vague way how you feel about their work. However, they do not give any specifics about what to do to rectify any mistakes or omissions. There are different schools of thought on this. We can either go the ‘spoon-feeding’ way and tell our students exactly what they should have done differently. This can include re-writing sentences for them, or adding in content that they failed to include, for example.
Alternatively, we can encourage more independence in our students by giving them some indication of what they should do, but without the specifics of how to do it or what it should look like. I use a mixture of both but tend towards the latter. Over the years, I’ve found with my classes that if they come to rely on specifics from me, then over time they lose the ability to solve problems for themselves further down the line.
Ensure that students respond to the marking
When students respond to marking it accelerates their progress. When students don’t respond to marking, their progress will be limited. Responding to feedback also leads to higher levels of confidence over time. But not only that, it helps you see more easily what a fantastic difference your interventions are making in their education. Since we are all here to make a difference, maybe this will be why you would move to the marking system I’ve adopted. Another benefit: you’ll have more time for a social life (remember that?). But that’s not all.
You may even learn to love marking. Really.
My personal marking policy may be controversial, it might already be in use by you and your team, or it may seem arbitrary and confusing.