Developing expertise #5 Explore connections

This is the fifth post in this series detailing ways teachers might go about training their intuition in order to make better judgements and acquire real expertise. You can read the previous

Robert Coe’s foreword for #PsychBook

Right. It’s done. What Every Teacher Needs to Know About Psychology is off to the printers tomorrow and should be available in the next few weeks. It’s always a tense time when what you’ve

What is the Phonics Screening Check for?

In case you don’t know, the Phonics Screening Check (PSC) is a test given to 5-6 year olds at the end of Year 1 in order to establish whether pupils are able

Developing expertise #4 Acknowledge emotions

In previous posts I’ve discussed how creating the right environment, seeking better feedback and creating ‘circuit breakers’ could help us the develop the kind of expertise required to hone our intuition. This post discusses the role of emotions and how

When assessment fails

I wrote yesterday about the distinctions between assessment and feedback. This sparked some interesting comment which I want to explore here. I posted a diagram which Nick Rose and I designed for

Feedback and assessment are not the same

You don’t figure out how fat a pig is by feeding it. Greg Ashman At the sharp end of education, assessment and feedback are often, unhelpfully, conflated. This has been compounded by

A response to the Education Select Committee: Why Amanda Spielman should run Ofsted

So. The Education Select Committee has rejected Amanda Spielman as the next Chief Inspector. Andrew Old has already summarised why he feels Amanda would have been a terrific appointment here and I

10 Misconceptions about Comparative Judgement

I’ve been writing enthusiastically about Comparative Judgement to assess children’s performance for some months now. Some people though are understandably suspicious of the idea. That’s pretty normal. As a species we tend to be

Proof of progress Part 3

Who’s better at judging? PhDs or teachers? In Part 1 of this series I described how Comparative Judgement works and the process of designing an assessment to test Year 5 students’ writing ability.

School improvement: Can you buck the trend?

In my last post I discussed the natural volatility of GCSE results and the predictably random nature of results over the long-term. I ended my saying, “The agenda for school improvement has

Where now for school improvement?

In the past, school improvement was easy. You could push pupils into taking BTECs or Diplomas (sometimes with 100% coursework) equivalent to multiple GCSEs; you could organise your curriculum to allow for early entry

Developing expertise #3: Circuit breakers

We’ve already seen how creating the right environment and seeking better feedback might help us the develop the kind of expertise required to make genuinely intuitive judgements and this post I’ll discuss