Everything Now: resisting the urge to implement too much too soon

There are so many good ideas in education at the moment – knowledge organisers, whole class feedback, multiple-choice questions, low stakes quizzing, dual coding, etc. – it is hard to keep up. I’m on board with almost all of these ideas approaches, and in this enlightened evidence-based age in which we live, it feels goodContinue reading “Everything Now: resisting the urge to implement too much too soon”

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”

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”

ResearchEd 2015 – a sharper focus on what works

I didn’t go to the inaugural ResearchEd conference in 2013. I did, however, get a flavour of the day from my Twitter feed and then, subsequently, from the videoed sessions kindly put together after the event. Ben Goldacre set the tone for an enthusiastic response towards the idea of teaching as more of an evidence-based profession.Continue reading “ResearchEd 2015 – a sharper focus on what works”