Marking

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EEF Report on Marking

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The Education Endowment Foundation’s report, A Marked Improvement (2016), reviewed existing research on marking to identify which impacts on learning. It found that, although marking is central to a teacher’s work, there is little evidence on which strategies are the most effective. Indeed, they found that there is a significant difference between the amount of time and effort teachers invest in marking and the lack of evidence on the impact this has. 

The main findings of the report were:

  • The quality of existing evidence on the impact of written marking is low with few large-scale having been carried out. 
  • Careless mistakes should be marked differently to errors resulting from misunderstanding. Misunderstandings should, for example, be marked with hints or questions that lead to a better undemanding of underlying principles whilst careless mistakes should be marked as incorrect, without the right answer being given.
  • Grading every piece of work may reduce the overall impact of marking, especially if students only focus on the grades rather than formative comments.
  • Specific targets that can be actioned are likely to increase pupil progress.
  • Time to respond to marking is essential. 
  • A recommendation that teachers mark less in terms pieces of work marked, but mark the ones they choose to mark better.
  • The need for more studies on marking strategies to enable teachers to be more informed as to which strategies are the most effective.  


Take a look at this blog on marking with tips & strategies by Mrs Humanities


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