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Marking Centre


 


 


 


 

Description
  • Teachers collectively examine student work for the purpose of aligning their visions of what constitutes quality work. 
Affordances
  • Discussion allows teachers to verbalize and clarify expectations and understanding of standards
  • Double and triple marking promotes a common understanding of evaluation criteria and consistency in marking across a community
  • Encourages teachers to share their pedagogical reasoning with one another
  • Promotes networking and informal sharing of strong teaching practices
  • Provides models that can be used throughout the year (perhaps with students)
  • Based in everyday practice and with immediate and ongoing application
  • Materials can be shared physically
Limitations
  • Teachers are often mandated to be there, and might not want to be
  • Everyone needs to be in the same place at the same time (logistics and expense)
  • Time-consuming, compared to individual marking
For example:
  • Exam marking centres, task-focused marking centre (agreed upon task that everyone does and then gets together to evaluate)