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

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Title: Can a code-based approach to marking and feedback reduce teachers' workload? An evaluation of the FLASH marking intervention.
Authors: Morris, Rebecca, Gorard, Stephen, See, Beng Huat, Siddiqui, Nadia
Source: Oxford Review of Education. Aug2024, Vol. 50 Issue 4, p552-569. 18p.
Subjects: Teachers' workload, Teacher attrition, Self-evaluation, Metacognition, Formative tests, Educational intervention
Abstract: Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation 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 promoting the use of students' metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers' workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils' learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Can a code-based approach to marking and feedback reduce teachers' workload? An evaluation of the FLASH marking intervention.
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  Data: <searchLink fieldCode="DE" term="%22Teachers'+workload%22">Teachers' workload</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attrition%22">Teacher attrition</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink>
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  Data: Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation 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 promoting the use of students' metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers' workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils' learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2023.2258779
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      – Code: eng
        Text: English
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      – SubjectFull: Self-evaluation
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      – SubjectFull: Metacognition
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      – SubjectFull: Formative tests
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              Text: Aug2024
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