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Education after the election: priorities for change

IOE and the ESRC Education Research Programme (ERP) are hosting a special edition online panel discussion on Education after the election: priorities for change. This is part of the What Matters in Education?  series of debates. Funding crisis in higher education, schools and FE; widening inequalities; a cost of living crisis for families; rising pupil absence and increasing pressure to provide more support […]

Holistic approaches to assessment

In recent years there has been much debate on approaches to assessment, with many arguing that the current system is no longer fit for purpose. Are, for example, pencil and paper tests at 16 and 18 equitable or useful for determining students’ ability to apply what they have learned? Why do we only measure individual […]

The Great Big Small Schools Inset Day

Join colleagues working in small school settings across the country, for a day of thought-provoking discussion about evidence, research and education through a small school lens. This is a joint venture between the Church of England (CEFEL) and the Chartered College of Teaching, open to all types of small primary schools. We will hear from […]

From the editor

Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, UK; Co-founder, Rethinking Assessment, UK Since 1918, success at school in England, Wales and Northern Ireland has been largely judged by means of high-stakes, standardised examinations at the end of secondary education, with the School Certificate for 16-year-olds and the Higher School Certificate two […]

The currency of assessment for learners with SEND

ALISTAIR CRAWFORD, NATIONAL NETWORK OF SPECIALIST PROVISION (NNSP), UK This article explores aspirations and meaningful outcomes beyond the school gates through the perspective of ‘experts by experience’. … this problem of deficit framing is located within the wider societal issue of the meritocracy, life’s “sorting principle” which has narrowed what we perceive a “good life” […]

Assessing progress in special schools: Reviews and recommendations

Alex Tomkins, Headteacher, Greenside School and EdD student, University of Derby, UK Assessment of students with SEND has been under debate for a long time, with several significant changes over the past few years. This article shares the journey on which special schools have been in terms of guidance on assessment, as well as how […]

Teaching creativity: An international perspective on studying art in the UK

SEUNGAH LEE, ART & DESIGN TEACHER, NO FRAME ART & EDUCATION, SOUTH KOREA LOUISA HORNER, LEARNING & DEVELOPMENT LEAD, CATS GLOBAL SCHOOLS, UK Studying art can be a culture shock. In fact, it should be a culture shock. Art students in the UK are faced with expectations to create original artwork and not imitate, but […]

Revolutionising classroom feedback: A practical approach to Dylan Wiliam’s vision

AIMEE WILLIAMS, DIRECTOR OF SCHOOL IMPROVEMENT, THREE SPIRES TRUST, UK Introduction In the ever-evolving landscape of education, the impact of influential figures like Dylan William cannot be overstated. For the uninitiated, his influential work on feedback in the classroom emphasises the importance of formative assessment as a powerful tool for improving student learning and ‘moving […]

Measuring what matters: Redefining data’s role in schools

AMARBEER SINGH GILL, TEACHER EDUCATOR, AMBITION INSTITUTE, UK JENNIFER CURRAN, RESEARCH SCIENTIST, AMBITION INSTITUTE, UK We [often] question the judgement of experts whenever we seek out a second opinion on a medical diagnosis. Unfortunately, when it comes to our own knowledge and opinions, we often favor feeling right over being right… We need to develop the habit […]

AI and assessment: Rethinking assessment strategies and supporting students in appropriate use of AI

LYNSEY ANNE MEAKIN, SENIOR LECTURER IN EDUCATION, INSTITUTE OF EDUCATION, UNIVERSITY OF DERBY, UK Traditional assessment methods often fall short in capturing students’ true abilities and fostering authentic learning experiences, and the introduction of AI (artificial intelligence) tools further complicates the task of accurately assessing genuine student learning.   This article will provide a brief explanation […]

Assessing for the future: A reflection from Kimichi School

CHRIS PASSEY FCCT, DEPUTY HEAD, KIMICHI SCHOOL, UK Kimichi School is a small, music-specialist independent school in Birmingham, UK founded by Sally Alexander MBE in 2014. Background The introduction of a National Curriculum and, therefore, GCSEs was overseen by the Secretary of State for Education (1986–89) at the time, the now-Lord Baker. In an article for […]

Assessment and recognition for next-generation learning

SANDRA MILLIGAN AND ANGELA POLLOCK, UNIVERSITY OF MELBOURNE, AUSTRALIA Background and purpose of this paper In Australia in 2012, general learning competencies (referred to in other places by terms such as 21st-century skills, transferable skills or transversal skills) were formally incorporated into the national curriculum and subsequently adopted at every level, in all Australian schooling jurisdictions. […]

Access arrangements: Avoiding limiting pupils through a normal way of working

JAYSON COX-DARLING, LEAD TEACHER FOR SEND, ST REGIS CE ACADEMY, UK Building blocks I am sitting on my living room floor helping my daughter with her homework. It’s phonics, and as I’m a specialist teacher, it is quickly delegated to me to help. I grab the DUPLO® blocks and a whiteboard marker and together we start […]

Assessment: The key to multi-tiered systems of support

DR JESSICA TALADA, LIBERTY UNIVERSITY, USA Introduction Assessments are critical for providing targeted supports to students. Students must take assessments that provide teachers with a system for actionable processes for support. That system is contingent on utilising tools that target specific areas of need in order to provide teachers with guidance for how to support students. […]

Moving towards the formative assessment of CPD

SAM GIBBS, Trust Lead for Curriculum & Development, GMET NIKKI SULLIVAN, Deputy Headteacher, Beckfoot School In this article, we consider why the summative assessment of teaching and professional learning may persist, along with the associated problems. Secondly, we explore how the formative evaluation of CPD (continuous professional development) might support leaders in not only assessing […]

Fostering growth through video feedback and self-assessment: A project-based approach to the second-year ECT induction

JO DAY AND PURVI GANDHI, TRENT COLLEGE, UK  Introduction  This article outlines a pilot case study of an innovative project-based induction model for second-year early career teachers (ECTs). The model, based on principles of effective continuous professional development (CPD), integrates essential mechanisms like goal-setting, feedback and action planning, as recommended by the Education Endowment Foundation (EEF, […]

Impactful in-school tuition: A synergistic approach to assessment and professional development

Ben Dryden, School Partnerships Manager, Education Development Trust  Laura Fox, Senior Education Adviser, Education Development Trust  Douglas Fairfield, Education Adviser, Education Development Trust  Aided by the government’s response to COVID-19, including the National Tutoring Programme, in-school tuition in the form of one-to-one and small group interventions has emerged as a popular strategy to address progress […]

Using a strand curriculum model to design an initial teacher training programme

Dom Shibli, Secondary Science PGCE Lead and Lead University Mentor, University of Hertfordshire, UK Chris Powell, Secondary Geography PGCE Lead and Admissions Tutor, University of Hertfordshire, UK Vicky Pateman, Head of Initial Teacher Education, University of Hertfordshire, UK For a novice teacher, stepping into the classroom can resemble a vast wilderness, navigating through uncharted territories. […]