Archive | February, 2016

The Problems with Teacher Assessment

27 Feb

The following statements all came from the 2015 report from the Commission on Assessment without Levels. They all appeared under the heading “The problems with levels”. Are there any of…

Source: The Problems with Teacher Assessment

Making Feedback Count: “Close the Gap”

27 Feb

Recently I have been looking again at the issue of marking. It is a hugely important source of feedback provided that we keep the volume of marking in proportion to the level of impact it can have …

Source: Making Feedback Count: “Close the Gap”


19 Feb

13th June 2015

Source: About

Refining assessment without levels

19 Feb

Source: Refining assessment without levels

What purpose Teacher Assessment?

13 Feb

Source: What purpose Teacher Assessment?

Local Authorities: the real barrier to Assessment without Levels?

13 Feb

Ramblings of a Teacher

I have done a lot of work all over the country for the past couple of years trying to help schools to move forward with the new curriculum, and particularly with venturing into the brave new world of life after levels.

Having initially been reticent, I have been a keen advocate of schools taking control of assessment so that it matches their curriculum, and moving away from points-based systems which expect linear progress. No teacher has ever argued that a linear model makes sense; we all know that it was meaningless. In many cases schools and their leaders feel liberated to focus on what matters for their children. Teachers are freed up to focus on real assessment that drives teaching and learning, helping children to make better progress.

Except there’s that word.

For the first year or so, headteachers would often ask me: but how do you show progress? As…

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More Teacher Assessment confusion…

8 Feb

Ramblings of a Teacher

leighLink to KS2 moderation exemplifiation

I’m never happy.

Months of moaning about the delays to the delivery of exemplification for Writing Teacher Assessment, and now it arrives I’m still not happy.

But then… it is a bloody mess!

The exemplification published today demonstrates what many of us feared about the new interim teacher assessment framework: expectations have rocketed. I appreciate (probably more than most) that direct comparisons are not ideal, but certainly having been told that the new expected standard would be broadly in line with an old Level 4b, I know I feel cheated.

The discussions in this household about the “expected standard” exemplification were not about whether or not the work was in line with a 4b, but whether or not it would have achieved a Level 5. That represents, of course, an additional 2 years of learning under the old system. We’re expecting 11-year-olds to write like…

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