The cause-effect illusion-confusion
If we knew the precise things that make the most difference in terms of school improvement in order to secure the specific outputs we want, then everyone would be laughing. We would simply do more of those things and the outputs would improve. Voila! Bob’s your...
Some clarity on KS2 Writing moderation … but not a lot
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...
Some videos of me talking about education
Recently, Swedish education magazine, Lärarnas Tidning interviewed me about my views on various aspects of education. For those interested in seeing me do a very poor Stewart Lee impersonation, they’ve posted a few short clips on their YouTube channel. Here they are:...
Do we want ‘deeper learning’ classrooms?
It’s very easy to present a false dichotomy to make our own beliefs and choices seem more desirable than the alternatives. Consider this infographic from the Hewlett Foundation which has been doing the rounds: What’s being implied is that the ‘deeper learning’...
Policy-informed Evidence and Evidence-informed Policy
It’s been busy at Icing on the Cake Towers of late, as I’ve been nearing the end of my forthcoming book, Data Busting for Schools. As such, I’ve had little time for blogging, and I mainly make my voice heard via Twitter at the moment. This week has seen a flurry of...
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