Victoria Elliott, Jo Anne Baird, et al.
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.
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