A marked improvement? A review of the evidence on written marking

Schools, teaching and management
By Victoria Elliott, Jo Anne Baird, et al.
Publisher Education Endowment Foundation
Published April 2016

Synopsis

This review reveals that the quality of evidence focussing on the effectiveness of written marking is substandard, and offers methods for improvement.

For example, the report recommends that:

- Mistakes arising from carelessness should be marked differenttly to mistakes arising from misunderstanding.

- Misunderstandings may be better addressed by providing hints which direct pupils to the correct answer, as well as a fundamental understanding of the subject.

- Grading every piece of work could reduce the impact of marking, as pupls may develop a preoccupation with grades, ignoring their educational development and understanding.

- Pupils should be given the opportunity to respond to marking.

CPD Opportunities

A comprehensive review of the use and impact of written marking. 

Associated Co-Authors

Doctor Victoria Elliott
Professor Jo Anne Baird

Link to Research

A marked improvement? A review of the evidence on written marking
Keywords
Research Type
FREE RESEARCH
No PDF Available
Research Details
Country of Origin UK
Sponsored By Education Endowment Foundation
Author Biographies
Doctor Victoria Elliott Professor Jo-Anne Baird
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