As parents’ evening looms, many teachers will be frantically collecting assessments and feedback in the hope that they can tackle any question fired at them. But how can we be sure that what we are communicating is clear, specific and meaningful?
In the absence of guidance from the DfE following the removal of levels, many school leaders had a perfectly natural reaction: to look at what other schools were doing, and see what assessment systems were out there.
In July, the announcement of Ofsted’s revised guidance for school inspections included the change that inspectors should no longer form a grade on the quality of teaching in individual lesson observations.
Making every lesson engaging: pie in the sky thinking? What’s your favourite lesson to teach? Everyone loves that perfect combination of educational rigour and brilliant fun. A well-structured lesson with clear stages of progression; engaging enough that your students are
How objective is your marking? Do you find yourself giving George a higher grade than his homework really deserves, because you know he needs the encouragement? Does Emma end up with a higher grade than other pupils might, just because
A teacher in your school has a lesson idea that they present in a CPD session.
It’s a nice concept, and they might present it very well. But is it likely to transfer to your own teaching?
Independent learning. Much like the case of Assessment for Learning, the ideas behind it sound an awful lot easier to introduce than the reality.
Kevin Watling is an Assistant Head at Teddington School, Richmond-upon-Thames. In this blog Kevin shares his experience of incorporating ‘hinge questions’ into his teaching practice.
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.
– The Assessment for Learning Strategy