Marking for England or Marking for Effect: a feedback journey.


Some years ago the school I worked in had no real accountability measures or explicit expectations about how teachers marked their books. Consequently, many never did, and the vast majority of the others (including myself) did it sporadically and with no real impact or reason. It was very much a case of ticking the pages and leaving a “well done” or a “good work” at the bottom to show the student that their books had been looked at. I remember a training day where teachers who were deemed outstanding were asked to put on exemplary lessons for teachers to partake in. It was a great experience but what shocked me was that in one lesson the books were marked with nothing other than ticks and “well dones”. Clearly not “outstanding” practice (whatever that may be, but that’s another discussion!).

Then, about 3 or 4 years ago, I started to read…

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About Andrew Warner

Mostly English teacher, AHT (T&L/literacy/CPD) & bibliophile. Irregular examiner, MTBer, armchair anthropologist & bassist. Fascinated by language & behaviour.

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