Marking policy checklist

The aim of this policy checklist on marking is assist NEU reps to assess whether your school’s marking policy and practice is compliant with the NEU position.

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Model policy England Assessment

Our model policies and policy checklists are designed to assist NEU reps in negotiating the best employment policies on behalf of our members.

Reps should consult members before agreeing new policies or changes to existing policies and should not agree policies that do not meet member expectations, any statutory requirements and NEU minimums.

Policy checklists can be used as a guide for reps when communicating with members over whether a proposed policy is acceptable.

Reps should always seek to work collaboratively with other unions. 

If a policy is unacceptable, members should consider a collective response that may include taking industrial action. For further advice contact your district or branch. 

Marking policy checklist

This checklist is provided to help you assess whether your school’s marking policy and practice is compliant with the NEU position.

  • Marking policy confirms that the sole purpose of marking and feedback is to advance pupil progress and outcomes.
  • There is no requirement to engage in detailed marking (e.g. ‘dialogic, ‘deep’, or ‘triple’ marking) if this is unnecessary in a teacher’s professional judgement.
  • Shared agreement about what ‘manageable, meaningful and motivating’ marking looks like in your school.
  • Shared understanding amongst staff and SLT about how long marking takes.
  • No requirement to use different coloured pens to distinguish marking for different purposes.
  • Marking policies and practices reflect an accurate understanding of Ofsted’s expectations.
  • Feedback practices at the school are having a positive effect on pupil progress.
  • Marking policy is workload impact assessed.
  • Marking related expectations consider the specific requirements of different subjects and age groups.
  • Teachers are not required to evidence in writing when verbal feedback has been given to pupils.
  • Teachers can use their professional judgment to decide what pieces of work need to be marked/assessed and in what way.
  • Outcomes of any scrutiny of teachers’ marking will not be used to make judgements about their performance or their capability.
  • Teachers can use their professional judgement and discretion to determine appropriate approaches to the use of marking.
  • Commitment to discontinuing marking practices that are not manageable, meaningful and motivating.
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