Time spent on marking students’ work and writing individual feedback has long been seen as adding to teacher workload. Moving away from written feedback is an obvious option to reduce teacher workload but schools are often reluctant to let go of the evidence that written feedback provides.
In an environment where school leaders are looking to reduce teacher workloads, it is important to be able to prove to Ofsted and parents that verbal feedback is an effective alternative to providing written feedback.
Looking at some current research into verbal feedback methods may help school leaders and teachers ensure they are following best practices. It should certainly open a debate into how changes could be trialled.
