The Education Development Trust charity carried out research which explored the amount of time that teachers spent on marking and feedback, lesson planning, monitoring, data reporting and communication policies. Instead, teachers gave individual feedback in the classroom, as opposed to traditional out-of-class written marking, which saved time and also boosted pupil performance.
The report states: “Headteachers and trust leads may find themselves cautious to remove or reduce processes which they believed to be important for maintaining or improving the school’s academic performance – such as detailed lesson planning, extensive written marking outside of class and frequent data reporting.”
However, it adds: “Across the studies overall, reducing teacher workload was associated with a period of maintained or improved pupil outcomes.”
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