Being an English Teacher is tough for many reasons, but among the teaching community the primary source of contention is the marking. The never ending ever growing truly relentless marking.
Exam season seems to bring out the sadism of the job. Just how much red penning can you handle before you crack? It isn’t just English, but from my personal experience the constant correcting of repetitive mistakes and hours writing developed feedback can take its toll: especially when students get books or papers back and all they look at is the number, or the letter, or nothing at all. Certainly not your carefully crafted comments.
As I teach a lot of KS3 and my priority has to be shifted to examination classes this term, I have spent some time collating methods which reduce the teacher workload when it comes to marking books, exams or other forms of student work. These are not new or groundbreaking but they are things I didn’t think of until someone mentioned them or I discovered them online. I am still hunting for more ideas, so if you use something which works well please let me know through Twitter or by commenting below!
1. Whole Class Feedback Sheets
This gem of an idea came from @RSillmanEnglish, a fab colleague and fiend of mine. She saw it on Twitter and decided to try it with her GCSE exam class. I looked into it and became hooked. It gives you the opportunity to provide detailed feedback, praise and address concerns without writing the same thing fifteen times. I designed my own class feedback sheets with STAR (Solo Time for Achievement through Reflection. DIRT for most people) tasks so the next lesson I had with the students was already planned and differentiated accordingly. I love them so much, I even developed a student feedback and reflection sheet for my exam classes. You can download any of this stuff for free on TES
2. Stamping Approach
This has worked pretty well for my younger classes, but requires a bit of set up. My students have written the writing success criteria for any piece of work in their books, using their two hands as a key for the two main aspects of writing: content and accuracy. I have a stamp with two hands on it. All I need to do now is to skim read their drafts and RAG each of the fingers of the hand. Students can then look back at the hands and work out what they need to work on. Quick but detailed, and students love having little hands stamped on their work (for some weird reason).
This is a tried and tested method which works well with lower attaining classes as it focuses them a little more. It was first brought to my attention by my Head of Faculty and I have been using it ever since. We use an orange highlighter (colours are, of course, interchangeable) to run through work and highlight any errors. This can be done when books are collected or, more conveniently, can be done whilst students are drafting. Students then need to address each highlighted word/mark/area and tick when they have done so. This can then be verified by the teacher. As well as this, we use a green highlighter to identify some great moments in the work. A confidence boosting DIRT/STAR task can then be to get the student to justify why we have highlighted the particular line.
4. Student Selector
This is not a feedback method as such, but feeds into one nicely. It’s as simple as it sounds: select three to five students at random at the end of each lesson. I do it on a fortnightly cycle so I end up marking everyone’s book in a fortnight. I then highlight or do a simple book check checklist to see if they are on track. The fact it is random means it keeps everyone on their toes, but it also means you are not taking in 30 books to mark in an evening. Instead you have a maximum of 25 and, if you keep up the routine, a maximum of two weeks’ work to check through. On busy weeks, I simply stick a red, yellow or green dot on the front of the book to indicate how the student is getting on. I then have a DIRT/STAR card which corresponds to the colours, getting the student to reflect on work and presentation and improve them. This is often set as a homework or starter task.
This is another fabulous discovery from the wonderful @RSillmanEnglish and is a really exciting way to give feedback. It is a web and downloadable app and allows you to leave comments on student work, which is uploaded from a digital document or a photograph. But here’s the really exciting bit. It allows you to leave voice annotations and links to video tutorials. This means you can explain corrections, rather than having that frantic feedback lesson. You know, where you feel pulled in all directions by students who cannot be bothered to read you comments, or who don’t understand your illegible scrawl. Considering we make video tutorials for students already, it also makes sense to be able to link them to work where the content is needed and will directly help the student to improve. Best of all, it syncs with Google Classroom. Winner!
These are the methods I am trialling and experimenting with so far. I hope to update this post with pictures once I am back in school and can get hold of some good examples. I hope this is useful and you can take something away from it – what do you do to alleviate marking workload? What methods work best for yoU? Let me know, and, as always, thanks for stopping by!