Category Archives: assessment

Why feedback fails

Feedback is one of the few things in education that pretty much every agrees is important and worthwhile. The need for feedback is obvious: if you were expected to learn how to reverse

Making a mockery of marking: The new GCSE English Language mocks

The following is a guest post from the mastermind of Comparative Judgement, Dr Chris Wheadon. The marking of English Language is likely to be extremely challenging this year. English Language has long form answer

Go Compare!

Another one from Teach Secondary, this one from their assessment special. This time it’s an over view of Comparative Judgement. Human beings are exceptionally poor at judging the quality of a thing

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

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.

A marked decline? The EEF’s review of the evidence on written marking

Question: How important is it for teachers to provide written feedback on students’ work? Answer: No one knows. This is essentially the substance of the Education Endowment Foundation’s long-awaited review on written marking.

Testing, testing… why one test can’t do everything

The thing which most seems to rile people about testing is the fact that it puts children under stress. A certain amount of stress is probably a good thing – there’s nothing

Workload Challenge: Marking

The three areas identified by teachers’ responses to the Workload Challenge as particularly burdensome were marking, planning and data and a separate report has been prepared on each. On of the problems

Proof of progress Part 2

Back in January I described the comparative judgement trial that we were undertaking at Swindon Academy in collaboration with Chris Wheadon and his shiny, new Proof of Progress system. Today, Chris met with our

Proof of progress – Part 1

Measuring progress is a big deal. I’ve written before about the many and various ways we get assessment wrong but, increasingly, I’m becoming convinced there are some ways we might get it