Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention

Morris, R.; Gorard, S.; See, B.H.; Siddiqui, N.

Abstract

Heavy teacher workload is of considerable policy concern in many education systems in the world. It is considered one of the main contributory factors in teacher attrition. One aspect of workload that could be addressed is reducing the amount of marking and feedback required for students. This paper reports on the results of a randomised control trial and in-depth investigation of Flash Marking, an intervention aimed at reducing teachers’ marking workload. Flash Marking is a code-based feedback approach involving peer and self-assessment, reducing the need to use alphanumeric grading while embedding metacognition. The study involved Year 10 pupils (aged 14 to 15) and their English language teachers in 103 secondary schools in England. It ran for two years (2018-2020). The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 schools randomised to the intervention, and 51 teachers in business-as-usual schools. The results show that the intervention had the effect of reducing teacher’s workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The training was well received by teachers, although some teachers were apprehensive about whether the intervention was appropriate for those with lower prior attainment. The intervention was largely implemented as designed.

Citation

Morris, R., Gorard, S., See, B., & Siddiqui, N. (2023). Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention. Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2258779

• Journal Article Type: Article
• Acceptance Date: Aug 8, 2023
• Online Publication Date: Oct 10, 2023
• Publication Date: 2023
• Deposit Date: Aug 10, 2023
• Publicly Available Date: Oct 26, 2023
• Journal: Oxford Review of Education
• Print ISSN: 0305-4985
• Electronic ISSN: 1465-3915
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/03054985.2023.2258779
• Public URL: https://durham-repository.worktribe.com/output/1714798