Making marking manageable in a primary class

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In this case study, Katy Chedzey, former Deputy Headteacher in a primary school and now Head of Teaching, Learning and Assessment at the Chartered College of Teaching, explores an approach to making marking manageable in the primary classroom. As you read this case study, reflect on how fading feedback might be used to ease marking workload. Take some time to think about what can be done and how this might influence your own practice. Ideas around fading guidance suggest that when our pupils are novices, they benefit from explicit instruction and lots of teacher guidance, support and scaffolding, but that as they develop expertise, we should reduce the amount of guidance and support that we give them, so that they gradually take more responsibility for their own learning, and are eventually able to work independently. Identifying the right moment to remove some of that support and enable learners to succeed independently is one of the greatest challenges for teachers who are constantl

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    Angela Murphy

    Useful for all phases. Taking us though how we can adapt our feedback mechanisms as pupils move from novice to expert through use of fading feedback – encouraging more independence and how this is achieved through responsive teaching. I enjoyed reading this. Thank you.

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