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Reduced marking has improved exam results

Discussion in 'Personal' started by Mangleworzle, Mar 24, 2016.

  1. Mangleworzle

    Mangleworzle Star commenter


    Latest news from the Foot-of-the-Stairs research lab - whodathunkit?

    "...the school’s proportion of pupils achieving five A*-C grade GCSEs including English and maths suddenly dipped from ...60% to 55% .......................... That year we had the most intensive year 11 raising attainment plans for English and maths ever. No strategy was left unemployed, and what it was doing was taking the responsibility away from the students, developing a learned helplessness."

    Yebbut, it can't be right can it? Busy-work means managers can write it down and show Ofsted and keep their jobs despite having a negative effect on staff and pupils.
  2. lanokia

    lanokia Star commenter

    This will be ignored by managers across the nation.

    Shouldn't be but it's the only strategy they've got.
  3. Scintillant

    Scintillant Star commenter

    Well, the drawback is that it is only a sample size of one...

    Seeing as much more rigourous research on many facets of teaching isn't even known about (notably by those in charge of teaching and learning!) , never mind ignored, I wouldn't hold out much hope on this one...
  4. Mangleworzle

    Mangleworzle Star commenter

    Most management teams lack the courage and/or intelligence to try anything different to reciting the standard dimwits mantra, it is heartening to see some schools going against the tide and succeeding.
  5. lilachardy

    lilachardy Star commenter

    I recently changed schools from one that is really struggling to one that is the best in the area.
    I am utterly convinced we teach less and they learn more.
    And in "teach" I include all the faffy planning, intensive marking, what went well etc etc.

    But do they learn more because we teach less?

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