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As an NQT - having a list of possible EBI's drastically helped with time managing the workload. 

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As an NQT - having a list of possible EBI's drastically helped with time managing the workload. 

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As an NQT - marking codes have helped me when I first started my job.

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As an NQT - marking codes have helped me when I first started my job.

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I tend to mark about an hour a day

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Marking codes doesn't really help in my subject area but i can see it being effective in most subject areas

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I am quite lucky with my school marking policy where we only quality mark one piece of work every half term - with that I use my own codes and spend a whole lesson on action points. 

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I am quite lucky with my school marking policy where we only quality mark one piece of work every half term - with that I use my own codes and spend a whole lesson on action points. 

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I often try to mark towards the end of the lesson to track pupils understanding as we're going along. I am quite fortunate in the sense that the marking policy at my workplace reduces a lot of additional work load as we only do in-depth marking during a hot write.

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I have used some maring codes. It can be effective but often not bespoke enough to give the best feedback.

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I have used some maring codes. It can be effective but often not bespoke enough to give the best feedback.

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I tried using marking codes during my training year but my department uses the dialogic method which can be time consuming. I will use the examples provided in this learning module to see if they would change to trialing the marking codes.

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I would like to explore marking codes. Currently we do not use marking codes but would like to consider this approach as this would support consistency and brevity of feedback for the everyone.

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I would like to explore marking codes. Currently we do not use marking codes but would like to consider this approach as this would support consistency and brevity of feedback for the everyone.

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Marking hasn't been a huge issue within my faculty and I'm lucky to work in a department where ideas are already in place.
Whilst I think I provide quality feedback on my students work, it takes a lot of time so I would like to look at marking codes or some of the other ideas on Mrs Humanities page and potentially sharing with my faculty to reduce marking time

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I've been lucky in the fact that the both the schools in my training year and NQT year have used a code system to mark, so I have got quite used to this system. I have a roller white board and one of the sides has all the codes and their meaning, so I can quickly refer to them in lessons. From the case studies I like the idea of using a feedback grid and I can see how this could also compliment a code system - an idea to ponder over.

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I believe it is important to give the children feedback as and when things happen. This could be dedicated time that is planned into your session.

It is important to keep in mind that this may take some modelling at first for the children before they become more  independent at responding to feedback and improving their work independently.

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Making codes for marking can be effective as it demonstrates exactly what has been achieved and maybe what needs improving

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The use of codes is something that has been tried and tested and can really improve efficiency and accuracy of feedback

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I like the idea of using codes. I have colleagues who use different coloured highlighting to show where they have seen particular evidence in a child's work.

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As a faculty we have limited marking, we review books and a quality marked piece. I tend to live mark with students a lot, and provide verbal feedback but could improve on this. Developing codes to mark students work has the potential to be really useful and time saving, it would also be clear to students what each colour/code means in relation to how they have done or where they could make improvements as well as being consistent if they changed set. Something to discuss with my faculty about

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I really like the idea of using marking codes!

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In previous placement schools i have used symbols in long answer writing tasks to highlight certain areas for improvement, these areas are then linked to another exam question for pupils to have a go at.
however i am going to try and use codes with all book marking too.

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I know a lot of people at my school use marking codes and it works for them. I haven't used them for years but reading this has made me realise that I have no idea why I stopped using them! They are a time-saver and when embedded well across a department they can be really effective.

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I do use a lot of immediate verbal feedback as I work with key stage one children. However, having looked at this weeks learning content it has given me some good ideas in how to fade my feedback to promote independence.

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I do use a lot of immediate verbal feedback as I work with key stage one children. However, having looked at this weeks learning content it has given me some good ideas in how to fade my feedback to promote independence.

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I try to do lots of live marking, but this can sometimes be difficult when lots of children need help. I would like to try making feedback more minimal so that children can take charge of improving their own learning.

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My thoughts about marking are very much tied up with my thoughts about assessment.

I do not think that assessment in my dept currently has much validity or reliability (at KS3) - I think this directly leads me to feeling unsatisfied with my approach to marking. I don't have much of a 'system', so it all feels a little slapdash.

I think solving both problems would probably be easier together - creating a better system of assessment would make a more effective marking policy obvious.

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I live mark alot of my children's work as I am in recpetion and alot of the work we do is 1-1 or group I am able to give verbal and written feedback at the time of learning which the children really respond to. The only thing I mark outside of class is whole class handwriting however the children are sat in ability groups and with my TA so I am able to manage this well.

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I spend 2/3 evenings marking each week, however I have learnt to shoulder surf around the room and mark as I check the child's work. This is not in detail, but in lessons such as maths I find this easier to manage my workload. This is something that I have worked on throughout the year. I am eager to train the children to mark each other's work and help each other to correct or improve their work. This would help with oracy too.