Learner voice improving teaching, learning and assessment – guides to case studies March 2015
A really interesting read on life after levels as always by Stephen Tierney Executive Headteacher – let me know what you think!
Over recent months I’ve been involved in interviews for a number of posts across the Multi Academy Trust. One of our favourite questions has been, “What will assessment look like once levels are dead?” The answers have on the whole been a bit confused.
View original post 1,816 more words
This documents sets out some clarifications over what they expect – a really useful and refreshing document!
A very insightful blog on the new assessment commission/ers. If you have time the links are worth following. Tim.
Today we found out who would be on the new Assessment Commission to support schools, and I’ll confess to being slightly disappointed. Not just because I wanted to be on it (any opportunity to make people listen to me!), but because having been promised a teacher-led commission, there isn’t a single practising teacher on the commission. Headteachers are all well and good, but the reality is that very few headteachers have direct responsibility for assessment; I’m not suggesting for a second that they don’t have a place on the commission, but someone who has actual daily responsibility for working with the ins-and-outs of assessment in the classroom seems to me a glaring omission.
I’m also disappointed that despite the primary sector making up 2/3rds of the relevant year groups for which assessment without levels, and the fact that levels was the basis of our statutory end-of-school assessment, the sector seems rather poorly…
View original post 1,583 more words
Another revision post by @ASTSupportaali which I hope you find useful
*UPDATED* March 2015…
I am no expert! I am not basing these ideas of MINE on research/theories (that I have read) but on the students that I have taught and the outcomes they have achieved. If you disagree, please do comment with how I can better my practice for the students I am responsible for.
Exam season- again!:
Time to wrap up our delivery of content, vital information, key facts, formulae, dates, people and so on. It is now time to focus (again/more) on ensuring students know everything and anything they will need in order to secure an excellent grade in the exam.
A-C grades are not the only grade our students need to achieve to be successful. Ensure your students know what their personal targets are?
By definition revision is about updating, revamping, reworking, redrafting, rewriting and so on… It is important to note revision is…
View original post 1,704 more words
An interesting post from Mr O’Callahan on grit and a growth mindset!
On Thursday 22nd May I presented some ideas at #TMCOOP about how to raise attainment at KS4. Below is a summary of my presentation.
Raising attainment at KS4.
I’ve noticed in my relatively short time of being a teacher that one of the overwhelmingly strongest indicators of how well a student achieves is effort. This may sound obvious. It is. Angela Duckworth discovered this in her research on GRIT (persistant effort towards a long term goal). If we want to do well at something that’s difficult it will require a huge amount of effort. How often do students not realise this until it is too late… “I wish I’d put more effort into revising.” When I look back over the past few years and analyse why some students have performed well at KS4 and some didn’t, the main differentiator is effort.
During last two terms I have attempted to build an ‘ethic of excellence’…
View original post 896 more words