My school has produced a first draft proposal for a new assessment framework relating to the new GCSE grades, and looking to move to a system without levels.
The gist of it is: a student comes into school, and based on their prior attainment they’re set a ‘projected grade’. This is the minimum expected GCSE grade (e.g. grade 5).
Teachers will use this to set a professional target.
In each year, the same grading system will be used, so a student should in theory progress from grade 5 in Year 7 to grade 5 in Year 11, with each subject setting the standards against which these judgements will be made.
As I spent some time on my response to this first draft proposal, I thought it would be worth sharing more widely. Below is my response. I’d be interested to know what you think.
Continue reading “Assessment without levels – prologue”
This is the literature review on p5 of this research report called “Focus on Formative Feedback”, published in 2007.
I’ve posted this so I can refer to it if anyone asks me where the evidence comes from next time I assert that students should not regularly have graded feedback!
In a nutshell:
- Meta-analyses have shown negative effects of feedback on student achievement in many cases
- This is if the feedback is, for example
- Seen as ‘critical’
- Linked to grades (that allow students to compare performance with peers)
- An interruption
Continue reading “Marking without grades”
[Note: This is the text of an email I sent to the science teaching staff at my school in November 2012, after reading one of the school’s weekly Staff Bulletins containing no references to learning. I am pleased to say that these Bulletins now regularly contain references to learning, and to a new teacher-led Teaching and Learning Forum]
What we want: students who are resilient; who carry a ‘growth mindset’; who feel challenged and motivated; who are happy; and who know how to learn.
What this will look like: students are happy
Continue reading “Ideas to improve learning”