I am a secondary history teacher though I happen to have just gone off on mat leave, and can honestly say that by Christmas just gone I was so worn down by marking that I was seriously thinking about leaving the profession. And I am part time! I was spending hours FAR marking and writing comments left, right and centre. On receiving their books back, unless it had a grade most kids weren't interested and getting them to make corrections was a painful process. Several of them couldn't read my handwriting (which is neat, but joined up!) This was all being done so that when the books were taken in for book trawls there was evidence that I had given specific feedback and that a 'marking conversation' was taking place with the child (as evidenced by corrections being done in green pen).
Before I had a nervous breakdown, I decided something had to change. I decided that I would only write extensive comments on assessed pieces of work e.g. Essays. For other lessons, the pupils might write something like a paragraph summing up their response to the enquiry question in some way. I looked through the books and highlighted three SPAG errors and then put a coloured dot/stamp in response to their paragraph. I then designed a slide which would be put up at the start of the next lesson, with directions for how to improve based on their coloured stamp e.g give more examples, explain point etc or an extension question. Pupils did their corrections based on the slide.
This system worked fantastically! The pupils could read/understand the directions, the knew how close they were to meeting the lesson objective, and I could quickly check and re stamp their work based on corrections either in the lesson or next time I looked at their books.
I actually found myself marking the books more often and getting to know my pupils better. I combined this with an app called iDoceo which I downloaded for my iPad - it allowed me to very quickly record the coloured stamps the pupils had received, and allowed me to show to pupils so they could see their progress etc.
Despite the clear benefits to my pupils, it took confidence to introduce this system in my marking. The current culture appears to be that the more you write, the more beneficial it is. But who for? The more instant feedback I'm able to give my pupils with this method had a direct impact on their performance, but it is going against the prevailing message (which I know was introduced as a direct response to Ofsted criticising another local school for not enough marking conversations in evidence). I had to check with my boss that I could continue with it having shown her what the outcomes were, and then I encouraged other teachers to take it up. I feel like I have some life back and actually enjoy marking as a chance to see what my pupils are achieving.
I also have a TLR in charge of year 8 curriculum and regularly have to do book trawls because my boss tells me to - I have to really fight against the view that more red pen automatically means more effective marking.
Outsourcing marking is not the answer - i need to know my kids and what they can do, what I don't need to do is write an essay in their books every two lessons to prove that I do. We need to be more efficient and effective in our feedback, and perhaps most importantly, return to the idea that teachers are professionals who can be TRUSTED to plan and mark and don't need to be monitored every two weeks. Where has my professional autonomy gone? I had more as an NQT!
I feel that teachers are under ridiculously high levels of pressure now with no consideration of the extensive effort they are putting in. The levels of scrutiny are unbearable. This is a massive change to when I entered the profession ten years ago and felt supported and nurtured and leaves me in no wonder at the large amount of teachers leaving the profession, especially if some schools are as prescriptive in their marking policies as some of the descriptions above! This is combined with an expectation to attend more (normally pointless) meetings and provide regular after school intervention sessions. When is all the planning/marking supposed to happen, let alone seeing our families?!