Why we don't use online markbooks

The most important reason for our approach is related to the quality of the information provided. Once a system is in place where marks are readily accessible, it inevitably raises the expectation that marks are posted frequently. This can pose a risk that the frequency of assessments and the need to generate a ‘grade’ becomes more important than the quality of the assessments being set. It can place pressure on teachers to change the nature of their assessments and the grades being awarded, impacting the quality of the feedback given to students. At Park Lane, many of our assessments are designed as 'formative' assessments, aiming to gauge students' progress and provide feedback on how they can improve, and not as ‘summative’ assessments of student progress.

Another reason why we have chosen this approach is because we want to carefully manage how students think about their learning, progress and themselves. We value academic excellence whilst also placing a strong emphasis on wellbeing, metacognition, and the development of skills, dispositions, and character. Grades are important, but viewed on their own, they can skew student perceptions of their broader learning journey. Our students are highly ambitious, and there is already a tendency for some students to overly focus on grades. Continuous access to grades might lead to an overemphasis on numerical scores over learning, which could hinder long-term academic development. Systems offering constant ongoing academic monitoring also have the potential to increase pressure and potentially lead to stress and anxiety for students.