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assessment

This tag is associated with 14 posts

Exam grading is inherently flawed; but there’s no conspiracy.

    To put this post in context, previously I have written various other posts about the nature of exam grading, the way OfQual operates, the bell-curve of norm referencing and its role in setting standards, the degree of error that is inherent in any assessment and grading process.  Here is a selection: https://headguruteacher.com/2013/08/31/ofqual-insights-more-thoughts-on-exams/ https://headguruteacher.com/2014/05/27/the-assessment-uncertainty-principle/Continue reading

Rethinking Success in the Post-Gaming Zero Sum Era

  My sense is that people across the education system have yet to fully appreciate the implications of the slow-creep bell-curve hold that’s been applied to school outcomes. Talking to folk from OfQual on a couple of occasions recently, they have reiterated the view that, even in systems regarded as successful, year on year improvement might … Continue reading

Schools should be more teacher-centred.

The idea that schools should be more teacher centred has been gathering momentum in my thinking.   In fact, the whole education system should be more teacher centred.  Ridiculously, to some folk, that will sound regressive  – because we’re supposed to say that everything we do is for the children.  Well, of course.  Schools are set … Continue reading

Too much data; too many meetings: stop talking and do something.

In recent weeks, I’ve been thinking about the huge imbalance between the time and effort we spend identifying issues relative to the time and effort we spend doing something to address them.  There are two main areas where this imbalance comes into play:  assessment data and ‘referrals’. Here’s a thought experiment (One I’ve used before): … Continue reading

KS3 Assessment. 8 steps towards a workable system.

We are about to launch our KS3 assessment system.  I’ve shared the full details in this post.  We’ve arrived at this model after considering all the following issues/questions/factors: 1.  Accept the reasons that NC Levels became a broken system.  This has been covered by lots of people in great detail, but here’s a quick summary … Continue reading

Our Emerging KS3 Assessment Framework.

Having explored different ideas about assessment at KS3 during the last year, we’re about to move forward with our approach.  Here is the explanatory booklet we’ve given to parents: Assessment at KS3 So far, we’ve been seeking a focus on authentic assessment within subjects, breaking free from all the illusions and falsehoods of NC levels; … Continue reading

Progress 8: Looks like Data Garbage to me.

(UPDATES – see DataLab posts via link at the bottom for an interesting challenge, my response to it, and other bits of analysis..) I’ve been looking into the detail of Progress 8, following the DFE guidance that was published in March. Is it just me or is this a massive pile of data garbage? A … Continue reading

Assignments: Assessment and Achievement. Is this the answer?

This week I pitched the idea of Assignments to the staff at Highbury Grove during a CPD session.  I’ve had positive feedback from several curriculum areas so far and I’m optimistic that this is an idea that, after an evolutionary process over the next year or so, will help us to tackle lots of issues. … Continue reading

Authentic Assessment and Progress. Keeping it Real.

This post is based on the ideas that I outlined during my workshop at #TLT14 in Southampton.  It forms part of the process of rethinking assessment at KS3 now that levels have gone.  This is a live discussion at my school and is very much a work in progress. A good starting point is to … Continue reading

The Assessment Uncertainty Principle

In our system so much hangs on the value given to our assessments leading to qualifications.  As we seek to measure learning with some degree of accuracy, we risk losing contact with the meaning of what the nature of the learning is.  Our increasing need for measures that are reproducible, consistent and transparent decreases our … Continue reading

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