My deputy head at the time was a seasoned year 6 teacher and she gave just two pieces of sage advice which revolutionised my marking:
Mark as much as you can during lessons
Previously my focus in a lesson would have been group work, or even one-to-one work, and whilst this has not fallen entirely by the wayside, my focus is now on seeing as many kids as possible during the lesson. By doing this, and marking as I go, I find that I ensnare any issues with understanding before the end of a lesson, meaning I can address needs there and then, often pulling together a group who need help with a similar problem. As I feedback verbally to them I make a written record in their books which they then respond to within the lesson. This I find to be much more effective than the marking I do once the lesson has finished which they are expected to respond to in the following days (when, to be quite frank, it is hard to find time to allow them to do this). Having done this, I'm left with 15 to 30 minutes of 'mopping up' marking to do, usually at lunchtime or straight after school when there's not a meeting.
If you're lucky enough to have another adult working with you in the classroom then asking them to do the same saves even more time, even if they're just marking right/wrong in maths or checking for spelling and grammar mistakes in English. Share the marking policy with them, take time to show them examples of your own marking and then give them a green pen; trust them enough to have a go.
Plan carefully so you don't have too much marking
Teachers really don't help themselves sometimes. In a bid to have as much evidence of a child's learning as possible they record everything in books. This is not necessary. It also points towards the possibility that the tasks being set are not that engaging. Children like working on paper, or on the walls, or verbally, and they learn a lot by working in this way. Additionally, non-book tasks often promote the use of other skills such as working collaboratively, problem solving and reasoning.
When you're planning your lessons think of the entire week. How much time for marking will you have? In that time, how many books or sets of books can you realistically get marked? Decide which classes need that evidence in books and plan book work for them. For the other classes design tasks that mean you will have little to no marking. There is no need for these tasks to be considered pointless just because the work is not done in books. As you do this, be conscious of children, groups or classes who have not done recorded work for a while and make sure that there is always some up-to-date evidence in books.
Since then, at my current school, I have implemented a marking system based on using symbols which represent and replace common marking comments. Both staff and children have become adept at using the system and it frees teachers up to spend more time on writing comments which children can respond to in order to deepen their understanding. Even if there is no such policy in your school, this is something you could design and use in your own classroom.
By taking all of these actions, I have, for the last few years, succeeded in managing the workload generated by marking. Whilst expectations are still high for marking and feedback, beginning to build these ideas into your routine should see a reduction in the time you spend marking.
I realise many teachers will already employ these techniques but have written this in the hope that for some, as it was for me a few years ago, it will be a new time-saving idea. I would also love to hear from experienced teachers who have found other ways to reduce the time they spend marking books.
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