Skip to main content

Make marking inclusive by remembering who it is all for

It’s all too easy to get hung up on intricate policies, but if we don’t provide feedback in a way that benefits pupils, then we aren’t doing our jobs properly, one teacher argues

Magazine article image

I am a survivor of many marking policies. When I first started teaching – back when I was bright-eyed and bushy-tailed and still owned the pencil case I had at school – I wasn’t aware of any marking policies.

Over the years, this gave rise to an impressive selection of stationery. Sparkly pens, scented pens, pens in colours that held no meaning: at one time or another, they all adorned my desk. I wrote what I liked, how I liked.

This blessed state did not last, however, and before too long I was on a treadmill of policies. I caved in to adorning work with two stars and a wish. I pink-for ...

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.

Subscribe now