I’ve spent far too much time marking work. So have you. All teachers should reduce marking time. Why? Because when we reduce marking time, we can spend more time doing other things that either make us better teachers or just better people in general. Students automatically benefit from either of those results, as they are then educated by someone who is less tired, more patient and has more life experiences to draw from in lessons, due to all the leisure time they have freed up. Sound good? Then read on…
This is a re-blog post originally posted by Andy McHugh and published with kind permission.
The original post can be found here.
Since I specialise in essay-based subjects, the marking of each piece is often extremely time-consuming and it can really drain my brain. There’s nothing more soul-destroying than finishing my day teaching, only to glance at my pile of marking and realise that I still have hours to go. This can’t continue. Heavy teacher workload is bad for morale and my marking has in the past been put off for just long enough that when students finally receive the feedback, the work has been forgotten.
Remember I mentioned about the importance of feedback being timely when I wrote about it a few weeks ago? If you missed it, then just click here.
So, after many months of trying out different ways to reduce my workload, without reducing the quality of my teaching, I’ve settled on a simple solution that works well for me but most importantly, my students.
I’ve managed to reduce marking time by several hours per week!
This post is a simple guide to marking. It won’t increase workload, is easy to implement and the students benefit from it more than so-called ‘traditional’ methods of marking. It can be used instead of comment-based marking, or as a complimentary method (which is how I use it).
I use this method as a complementary method to comment-based marking as there is still a place for that. However, students sometimes need very specific advice. When that is the case, this method may not always be the best fit. I’ll leave that to your professional judgement – you know your students best!
So, what is my magical method? Using a MARKING CODE to reduce marking time.
What is a marking code?
I often end up writing the same or very similar comments over and over again. By using a code to represent the most common comments, I’ve saved myself a lot of time. The codes that I use are pretty generic, but you can tailor them to specific marking criteria. Sometimes, this enables students to make more progress. Again, I’ll leave that up to you!
The marking code is simple. All you do is write an abbreviation of a comment instead of writing the whole comment each time. For example, instead of writing “evaluate the strengths of this argument” you could just write “ev st”. So long as the student understands what your abbreviation means, they will be able to act on it and improve their performance.
To help my students understand the codes I’ve written on their work, I have created a code sheet which they can stick into their books and folders, to refer to when responding to feedback. This sheet contains the most common codes I use. When I’ve used codes that aren’t on the sheet, as they are very specific to the task completed, I plan a “responding to feedback” activity in lesson time, where I explain the new codes and give students the opportunity to respond to the feedback there and then.
My marking code
My students have found my codes to be just as useful as having longer comments written down. However, in some cases, my codes have actually been better any comment I could have written. This is because my students are forced to think for themselves about what would improve their work, rather than having me literally spell it out for them. A further consequence of this is is that my students have also become far more independent and self-aware. In turn, this has led to them being able to produce much better quality work later in the course, as they are able to anticipate the codes that I might mark their work with. They have become better writers and are able to self-edit as they go along.
Codes I use to reduce marking time
Sp – Spelling error
Gr – Grammatical error
P – Create new paragraph
Exp – Explain this further
Eg – Add an example
Sch – Add a scholar’s view
Ev St – Evaluate the strengths of this argument
Ev W – Evaluate the weaknesses of this argument
Comp – Compare this with an alternative viewpoint
WR – Show evidence of wider reading
Con – Make connections with other elements of the course
Conc – Add a conclusion
How will this decrease my existing workload?
Use these codes to reduce marking time INSTEAD of writing comments or long-winded feedback paragraphs. That way, you will spend less time putting pen to paper. If you think that students might not fully understand your codes, then spend five minutes in a follow-up lesson to help them understand. That five minutes in a lesson is far shorter than the extra thirty minutes you might have spent, essentially writing the exact some things down in full sentences. Better still, each time you use the codes, students will become more and more familiar with them. Consequently, you will spend less and less time in lessons going through feedback.