Principles of Great Assessment #2 Validity and Fairness

This is the second of a three part series on the principles of great assessment. In my last post I focused on some principles of assessment design. This post outlines the principles that relate to ideas of validity and fairness.* As I have repeatedly stressed, I do not consider myself to be an expert inContinue reading “Principles of Great Assessment #2 Validity and Fairness”

Principles of Great Assessment #1 Assessment Design

This is the first in a short series of posts on our school’s emerging principles of assessment, which are split into three categories – principles of assessment design; principles of ethics and fairness; and principles for improving reliability and validity. My hope in sharing these principles of assessment is to help other develop greater assessmentContinue reading “Principles of Great Assessment #1 Assessment Design”

Principles of Great Assessment: Increasing the Signal and Reducing the Noise

After the government abolished National Curriculum levels, there was a great deal of initial rejoicing from both primary and secondary teachers about the death a flawed system of assessment. Many, including myself, delighted in the freedom afforded to schools to design their own assessment systems anew. At the time I had already been working onContinue reading “Principles of Great Assessment: Increasing the Signal and Reducing the Noise”

The Future of Assessment for Learning

  Making Good Progress is an important book and should be required reading for anyone involved in designing, administrating or interpreting assessments involving children. Given the significant changes to the assessment and reporting landscape at every level, notably in the secondary context at KS3, this book is a timely read, and for my money itContinue reading “The Future of Assessment for Learning”

No More Marking? Our experience using Comparative Judgement

              I first came across comparative judgement and Chris Wheadon’s No More Marking website about three years ago, when it was very much in its infancy. For some reason, I didn’t recognise its potential; I saw more drawbacks to collaborative assessment than benefits. What I hadn’t properly considered wereContinue reading “No More Marking? Our experience using Comparative Judgement”