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Reducing Teachers' Marking Workload and Developing Pupils' Learning

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Book Scrutiny
Category=JNK
Category=JNLB
Category=JNLC
Category=JNM
classroom feedback methods
curriculum evaluation
Detailed Mark
EEF
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based marking practices
Feedback
Feedback Policy
Follow
formative assessment strategies
Future Practice
Green Pens
Hattie
Held
instructional improvement
KS2 Teacher
Lessening teacher's workload
Live Marking
Lower Key Stage
Marking
Marking policy
Marking Symbols
meaningful feedback
meaningful marking
NCTL
NTT.
Ok
Peer Assessment
Peer Assessment Exercises
professional learning for educators
Pupil feedback
Pupil Premium
Pupil Premium Funding
pupils' learning
Rag Rate
Red Stamp
self-assessment
Self-assessment Grid
Senior Leadership Team
teacher education
Teacher Workload
teachers' workload

Product details

  • ISBN 9780367197919
  • Weight: 260g
  • Dimensions: 138 x 216mm
  • Publication Date: 03 Dec 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Based on a ground-breaking Department of Education-funded project and written by experienced teachers and educational practitioners, Reducing Teachers' Marking Workload and Developing Pupils' Learning shares strategies for reducing marking workload without compromising the quality of feedback pupils receive.

This book presents a range of marking strategies, describing the process of trialling, testing and evaluating the impact which is relevant to any classroom. The strategies included in this book, proven to be immediately effective in schools, include:

  • Advice on how to ensure feedback is meaningful for pupils

  • The benefits of self-assessment and developing this in the classroom

  • Marking for individuals, groups and whole classes

Written for teachers by teachers, Reducing Teachers' Marking Workload and Developing Pupils' Learning is a valuable resource for teachers, educators and student teachers looking to develop their professional practice, demystify education research and make the impact of their marking and feedback hugely more effective.
About

Gill Richards is Emeritus Professor of Special Education, Equity and Inclusion at Nottingham Trent University, UK.

Rhian Richardson has been a primary teacher since 2000 working in the Midlands, predominantly teaching in Year 6, and is the Research Lead for her Teaching School Alliance.