Googling “grading hacks”? Let me guess – you’re staring at a stack of essays, desperately searching for ways to grade faster without sacrificing quality feedback.

I get it. I’ve been there. I’ve tried every grading hack out there:

• Speed-reading techniques
• Feedback shorthand systems
• Voice-to-text tools
• Rubric shortcuts
• Timer methods

And you know what? Some of them actually work. Here are my top five that genuinely save time.

The Quick Wins

1. The Two-Pass Method

First read just for content and major issues. Second pass for specific feedback. Saves you from that mental toggle between big picture and small details.

Does it work? Actually, yes. You’ll grade about 20% faster.

2. The Focused Feedback Approach

Instead of marking everything, choose 2-3 specific elements to focus on for each assignment. Be upfront with students about what you’re targeting.

Does it work? Definitely. Cuts grading time nearly in half.

3. The Comment Bank Strategy

Build a collection of your most common feedback comments. Copy, paste, personalize as needed.

Does it work? Absolutely. Can reduce writing time by 30%.

4. The Timer Technique

Set a timer for each paper – say, 12 minutes. When it rings, wrap up and move on.

Does it work? Yes, though it takes practice to maintain quality. (And if you can carve out uninterrupted time)

5. The Batch Processing Method

Grade all introductions first, then all body paragraphs, then all conclusions.

Does it work? The thinking is it reduces mental switching costs, but this one didn’t really work for me.

The Plot Twist

Here’s the thing though – I don’t actually use most of these grading hacks anymore.

Not because they don’t work. They do. But they’re solutions to the wrong problem.

See, when we search for grading hacks, what we’re really looking for is a way to make an unsustainable system feel manageable. We’re trying to grade faster because we’re asking ourselves to grade too much.

The Real Problem

Think about it:

• Why do we need to grade faster? Because we assign too much to grade.
• Why do we assign so much? Because we think more grading means more learning.
• Why do we think that? Because we’re working in a system designed around constant assessment rather than actual learning.

Beyond the Grading Hacks

Here’s what I do now instead:

1. Engineer Better Assessment Systems

• Design assignments that build skills progressively
• Create feedback systems that actually work
• Develop student self-assessment capacity
• Build sustainable documentation methods

2. Focus on What Matters

• Grade what needs grading
• Give feedback that drives growth
• Create systems that scale
• Protect teacher energy

3. Build Sustainable Practices

• Design for long-term effectiveness
• Create reusable frameworks
• Develop reliable systems
• Maintain quality while protecting time

Moving Forward

Does this mean those quick grading hacks are useless? Not at all. Sometimes you need a faster way to get through that stack of essays. Use them.

But if you find yourself constantly searching for new grading hacks? That’s a sign you need better systems, not better shortcuts.

Want to build more sustainable assessment practices? Energy Aligned Guide to transform your time and teaching energy.

I can help modify the end of the post to naturally bridge to the energy-aligned teaching guide. Here’s a revised ending for the post:

Moving Forward

Does this mean those quick grading hacks are useless? Not at all.

Sometimes you need a faster way to get through that stack of essays. Use them.

But if you find yourself constantly searching for new grading hacks? That’s a sign you need better systems, not better shortcuts.

Here’s what I’ve learned: The solution to drowning in grading isn’t learning to swim faster – it’s building systems that work with your natural teaching rhythms, not against them.

Want to start creating more sustainable assessment practices? My free Energy-Aligned Teaching Guide will help you:

• Map your natural teaching patterns
• Design systems that work with your energy
• Create sustainable assessment practices
• Build reliable frameworks that last

Because ultimately, great teaching isn’t about doing more faster – it’s about designing systems that actually work.