Over the next couple of weeks, I will be looking at moderation and its implications for teachers and learners. Last year I was fortunate enough to be selected for QAMSO (Quality Assurance and Moderation Support Officer) training provided by Education Scotland. It consisted of six twilight sessions delivered online with colleagues from across the authority. […]
Moderation – how it works Read More »
Do we undermine formative assessment by confusing learning and performance? Student performance during a lesson is “a highly imperfect index of long-term learning” (Soderstrom and Bjork, 2015), but it’s…https://improvingteaching.co.uk/2017/03/26/formative-assessment-flawed-confusing-learning-performance/
Is formative assessment fatally flawed? Confusing learning & performance Read More »
I’ve been looking at the specimen papers for GCSEs in English, Maths and Science to get a feel for the expectations at the top-end. Although, in theory, schools should have been engaging with these materials for a while, with Year 11s ready to go this May and Year 10s already on the road with Science,
Teaching and assessment for top-end success in new GCSEs Read More »
Not for the first time, the Department has decided to issue some clarification about the writing assessment framework at Key Stage 2 (and its moderation!). For some inexplicable reason, rather than sharing this clarity in writing, it has been produced as a slowly-worded video – as if it were us that were stupid! Here’s my
Some clarity on KS2 Writing moderation … but not a lot Read More »
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” (Ausubel, 1968 in Wiliam, 2016) The…https://improvingteaching.co.uk/2017/02/12/why-formative-assessment-matters-the-power-of-prior-knowledge/
Why formative assessment matters: the power of prior knowledge Read More »