How to estimate your marking workload

By GoHiMark · Updated 15 September 2026 · 2 min read

Start with the assessment you actually set

An assessment can take a few minutes to assign and many hours to review. Before changing tools or task formats, make the current workload visible. Choose a period, such as one term, and list the work you expect to receive.

Count submissions rather than only students. A class of 25 completing two tasks creates 50 submissions. If the tasks differ substantially in length or format, estimate each one separately.

Time a representative sample

Time a small selection of responses using your normal marking approach. Include clear answers, partially correct answers and responses that need a longer comment. Record the time spent reading, applying the criteria and writing feedback.

Do not use the quickest response as the average. Note any preparation that happens once for the whole assessment so you do not count it again for every student.

Clarifying the marking guide and expected answers.
Comparing sample responses with colleagues.
Reading and marking each submission.
Preparing class feedback and following up with students.

An illustrative calculation

Four classes of 25 students, each completing two assessments, create 200 submissions. At six minutes each, marking alone takes 1,200 minutes, or 20 hours. Adding 45 minutes of setup and moderation brings the estimate to 20 hours and 45 minutes.

These are example assumptions, not research findings or a prediction of your workload. The free GoHiMark workload planner lets you replace every input with your own figures.

Compare two ways of working

Try changing one assumption at a time. A shorter task may take less time to read, while a clearer rubric may reduce uncertainty. Either change also needs a check on the quality of evidence and feedback.

Compare the alternative against a sample before committing to it. Record what changed, whose work was reviewed and whether the new approach still supports the learning goal. A faster workflow is only useful if it leaves teachers with the information they need.

Plan what happens after marking

Leave time to turn findings into teaching decisions. Identify one or two common misunderstandings, prepare a response and check whether students can apply the feedback. AERO’s monitoring guidance explains how checks for understanding can inform further teaching.

Use the workload estimate as a planning conversation with your department. It should make assumptions visible, not set a speed target for professional judgement.