You are almost certainly doing too much marking, how can you adapt your teaching to make marking easier.

And that’s not because of your workload, it’s because more than a certain amount is counterproductive.

Ask yourself why you are writing feedback in student’s books? If you write something, they should do something based on your comment. Otherwise, what’s the point in you writing something? I have seen pages and pages of marked work with little or no response. How do you know the student has taken you feedback onboard? What are they going to do with all that work you have done? What a waste of your weekday evenings that is!

You should only write an amount of feedback that is equal to the amount of response you want students to give.

First, decide what work you want students to have the chance to improve (probably before they start it) and focus your feedback on this. It is important to build time into your lesson for the students to respond to this feedback and let them improve the work, it is important to not rush this. When the students are improving the work always ensure they do it in a different colour pen so you can see what they’ve changed or added - I have a set of green improvement pens.

You will spend less time giving feedback and get more response from students, and genuine improvement in work, you really want the student books to be a back and forth with the teacher, a diary of their learning; rather than just a “book of evidence.”

Otherwise, you may spend hours marking, and students will do very little with what you have marked; but the books will be full of pointless red pen.

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