Assessment without levels – prologue

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”

Ideas to improve learning

[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”