Join hundreds of maths teachers in the TES Maths group. Find lesson ideas and inspiration, share best practice and get your questions answered by your peers. This is also the place to go to debate the latest issues in maths teaching.
I'd rather smash my skull in with a clawhammer than mark an entire set of papers. I am more interested in what you are all doing with the marked papers? Summative or formative assessment (pupils almost always believe tests are summative)? GIven a score back or just feedback (links with the first question)?
Now for a less flippant answer to the OP (and to ***):
With any test/mock, I mark a queston (or so) at a time. Sometimes you can do a couple of simple questions at once, sometimes only part of a question. Obviously, KS3 and Foundation GCSE questions are easier to mark than A-level ones.
Why do it this way?
1) I can remember how I marked similar responses.
2) I can get a feel for how the whole class answered a quesiton and thus give relevant feedback (that's for you, ***).
3) I can put a similar note into students' scripts, more formative assessment AfL malarky type stuff.
4) I can stop after a set of questions and take a break, ths not having to remember the whole markscheme whilst watching TV or eating dinner.
5) I vsn leave the pleasant (or otherwise) task of totting up and giving a grade until the end.
cyolba, only 25 more mock papers to go... :)
hammieand marking a question at a time, if i realise i have made a mistake on interpreting/marking the first paper or two, it is much easier to go back and put it right when i am marking a question or two at a go.
Top of page
TES Editorial © 2012 TSL Education Ltd. All pages of the Website are
reproduce, duplicate, copy, sell, resell or exploit any material on the
Website for any commercial purposes. TSL Education Ltd Registered in England (No 02017289) at 26 Red Lion Square, London, WC1R 4HQ