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BELONG - RESPECT - ASPIRE - ACHIEVE

What every teacher needs to know about assessment (Q2)

The first post, covered the first half of “What every teacher needs to know about assessment.” Unsurprisingly, this post covers the second half. What practices schools should do ‘more‘ or ‘less’ of. What assessment practices should schools do more of, and what should they do less of? Fewer decision making tests. Maybe gate-keeping tests. What Dr Ruth Dann (Associate .... Read more and bookmark.


4 Dec ’18 0

What every teacher needs to know about assessment (Q1)

Introduced by Professor Stuart Kime (Director of Education at Evidence Based Education – EBE) “What every teacher needs to know about assessment,” brought together researchers and cross-phase leaders, teachers and teacher trainiers; Dr Christine Harrison (King’s College London), Phil Stock (Secondary DHT – Greenshaw High School) Amie Barr (Head of Assessment – ARK) .... Read more and bookmark.


3 Dec ’18 0

#rEDKent – without getting wet

Searching the #rEDKent thread provides #rEDKent filtered content. It is content selected for re-posting. Then I filter this content a second time, what is interesting to me, or signposts to wider reading, or educationalists with contesting opinions worth following. All without getting wet. My answer to @fod3 question – Main takeaways today? #rEDKent The difference between a ‘high .... Read more and bookmark.


1 Dec ’18 0

Ken Jones – News from nowhere

The #IOEDebates offers a rich vein of educational thinking. Panelists are dedicated experts within their education field. Hence the debates are often a level or two above a chance encounter, water-cooler conversation. Chaired by Professor Becky Francis, Director, UCL Institute of Education, What if… we re-designed our school testing and assessment system from scratch? brought Tim Oates, .... Read more and bookmark.


1 Dec ’18 0

Hugely disappointed

Teachers are not very good at writing effective and usable assessment questions. says @ProfCoe #rEdDurham Studies typically find that unstructured judgements of the expected proportion who will get a question right typically correlate about 0.2-0.3 with the actual proportions (Bramley & Wilson, 2016; Attali et al, 2014). That means if you estimate the proportion as 0.5, the actual value .... Read more and bookmark.


24 Nov ’18 0

Is my teaching excellent yet?

Expertise and excellence are regular talking points in our office. What does it look like? How does it feel? How do we develop it? How do we encourage / insist upon it. Last year we adopted this stance and, unashamedly stolen from Twitter, we posted Mark Enser’s poster in every classroom. It was an evolution of a conversation I had enjoyed with a Maths colleague and a PLC group. It .... Read more and bookmark.


17 Nov ’18 0