Save time
Smart Revise is made by teachers for teachers. We understand the pressures on a teacher’s time and the need for a work/life balance.
At every step in creating the features for Smart Revise we have two main considerations:
- How does this raise attainment, what does the research say?
- How can we reduce teacher workload while still being effective?
We have thought about how we can make processes easy and time-efficient for teachers while maintaining differentiation and personalised learning.
How Smart Revise can reduce teacher workload
Quiz
Terms
Advance
Tasks
Awards
Reports
A teacher can:
- Save time by using automatically selected, differentiated, personalised and spaced multiple choice questions in Smart Revise Quiz. Ideal for the start of every lesson.
- Save time by creating more effective homework. Use Smart Revise Tasks to create short multiple choice quizzes that are more effective than longer extended homework.
- Save time by creating formative and summative assessments with automatic selection of short and longer answer questions.
- Save time by using reports that do the data analysis, allowing teachers to quickly identify learning priorities.
- Save time by eliminating the photocopying of past paper questions.
- Save time and raise attainment by using self and peer marking features.
- Save time by giving feedback using the MARCKS comment bank.
The research
Tired teachers are not effective teachers. Too much emphasis is placed in schools on the activities surrounding teaching rather than planning and delivering the most effective lessons.
The concerns of senior leaders about reducing workload in schools is unfounded and using alternative, ‘workload light’ forms of marking and feedback may even be associated with improved student outcomes.
Using alternative strategies which reduce teacher workload result in a significant positive effect on student outcomes and also increase teacher wellbeing. This is particularly relevant when teachers switch to real-time marking and feedback strategies such as direct feedback, correction of misconceptions, and setting targets. It is suggested that this is because these strategies trigger and reinforce students’ metacognitive abilities, something which has already been linked to improved student outcomes.
R. Churches, E. Dommett and I. Devonshire, Neuroscience for Teachers: Applying Research Evidence from Brain Science, (Carmarthen: Crown House Publishing, 2017)
B. Davis and D. Woodley, (2020), ‘Reducing teacher workload may improve teacher wellbeing and has no negative effects on student progress’, Conference poster, Department for Education, Available at: www.gov.uk/government/publications/reducing-teacher-workload-education-development-trust-report
