Lift the Marking Load and Make Assessment More Effective Inset
According to a recent government report on teacher workload, secondary teachers work an average of 55 hours per week, of which a third is dedicated to marking. Secondary teachers reported spending an average of fourteen hours a week marking at home in the evenings and at weekends.
Teachers cited Ofsted among the reasons for their increased workload and yet Ofsted have made it clear that they do not expect to see a particular frequency or quantity of work in pupils’ books and, whilst they recognise that written and oral marking and feedback to pupils are important aspects of assessment, they do not expect to see any specific frequency, type or volume of marking and feedback.
Ofsted say that marking and feedback should cater for different subjects and different age groups of pupils in different ways in order to be effective and efficient in promoting learning.
So what is effective and efficient assessment? What forms of assessment best promote learning? And how can teachers lighten the marking workload, reclaiming their evenings and weekends - whilst still providing valuable information to pupils on how to improve and make progress?
This new course by Matt Bromley from CPD for Teachers, has all the answers.
What other teachers have said about the course
I’ve learnt more about pedagogy in the last hour than I did in four full years studying for my BA Ed
Excellent – best trainer for INSET I have heard in 11 years of teaching!
Practical advice that can be immediately put to use… a boost to my confidence
A very engaging and interactive course which was tailored to our needs
Full Course Content
The course will help you with:
- how to ensure your marking is management and impactful
Making assessment count
- how to use assessment information in your lesson planning and delivery
- how to ensure a smooth start to Year 7
- how to avoid the Year 8 'dip'
Life after levels
- how to assess at Key Stage 3
- how to prepare pupils for GCSE
- how to make sense of and apply the new GCSE grading system
- involving pupils in creating assessment criteria and matching rubrics to tasks
Assessment FOR learning
- how to embed formative assessment and feedback
Assessment AS learning
- how to use self- and peer-assessment, and learning by teaching, as a means of assessing progress
Questioning as assessment
- how to use hinge questions to assess 'mastery' and inform teaching plans
Questioning to deepen understanding
- how to use dialogic and Socratic questions to deepen pupils' understanding