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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 […]

Transforming assessment principles and practices through collaboration: A case study from a primary school and university

SHIREEN BABUL LALJI, TEACHING AND LEARNING, BIGLAND GREEN PRIMARY SCHOOL, UK ELENA HUNN RODIGAN, INCLUSION LEAD AND ASSISTANT HEADTEACHER, BIGLAND GREEN PRIMARY SCHOOL, UK CHARLOTTE MOSEY, ASSISTANT HEAD OF PRIMARY ITT/E, UNIVERSITY OF DERBY, UK JACK BRYNE STOTHARD, SENIOR LECTURER IN POSTGRADUATE STUDIES, UNIVERSITY OF DERBY, UK Introduction Adaptive teaching as a concept is a key part of the […]

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 […]

Classroom assessment in flux: Unpicking empirical evidence of assessment practices

CHRIS LARVIN, HEAD OF EVALUATION & IMPACT, TEACH FIRST, UK The term ‘assessment literacy’ describes teachers’ knowledge and use of classroom assessment approaches. Over the past decade, assessment literacy has evolved from being viewed as a singular set of knowledge and skills into a multidimensional construct encompassing a wide range of competencies and dispositions. Early […]

The role of frequent assessment in science education at an international school in Singapore

JOZEF BENDIK AND FABIO DI SALVO, SINGAPORE Assessments used in schools often involve teachers administering end-of-unit or -semester tests with questions selected from question banks. The assignment of grades usually relies on either a teacher-determined scale or grade boundaries taken from previous terminal examinations. These methods can introduce inconsistencies into the evaluative process. Furthermore, students […]

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 […]

Mind the gap: What are national assessments really telling us about vocabulary and disadvantaged students?

DR JENNIFER MARSHALL, INSTITUTE OF EDUCATION, UNIVERSITY OF DERBY, UK Introduction This article examines how phonics teaching in compulsory schooling may contribute to a ‘vocabulary gap’ that has repercussions in terms of reading comprehension for disadvantaged students, as seen in SATs and subsequent GCSE exam scores. Reading in primary education The findings from a meta-analysis […]

Can retrieval practice improve student performance within an A-level psychology classroom?

LYDIA MARSH, CHRIST THE KING CATHOLIC HIGH SCHOOL AND SIXTH FORM CENTRE; MA STUDENT, LIVERPOOL HOPE UNIVERSITY, UK Introduction As with other A-level subjects, psychology students require learning strategies that help them to both remember and effectively apply large volumes of complex course content to unseen questions, as their learning is ultimately evaluated by their […]

Dialogic teaching: The power of classroom talk to increase student engagement

GRAHAM CHISNELL FCCT, EDUCATION CONSULTANT AND AUTHOR, UK Classroom talk that engages students in dialogue to stimulate and extend thinking, knowing and understanding can have a powerful and positive impact on student learning (Alexander, 2020). In this reflective piece, I examine how embedding a culture of dialogic teaching in school impacts on teacher engagement and student […]

Coherent curriculum and the potential for better assessment

CHRISTOPHER TAY, VISITING LECTURER IN INITIAL TEACHER EDUCATION, UNIVERSITY OF CHESTER, UK Coherent curriculum (CC) as a model represents a particular approach to any knowledge-rich curricula; how Ofsted are using it to inform their work on curriculum and assessment is the initial focus here. Ofsted’s subject reports, compiled from inspection evidence and research visits to […]

Reframing post-lesson assessment and feedback: A case study

Adam Kohlbeck, Deputy Headteacher, Birkbeck Primary School, UK Why is feedback worth our thinking?  In 2016, Ofsted produced its report ‘Eliminating unnecessary workload around marking’, placing teacher workload at the forefront of leadership thinking. For many, written marking as a means of post-lesson assessment is not something that has ever been questioned. The Education Endowment […]

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 […]

English and mathematics teachers’ perceptions of how high-stakes GCSE examinations are shaping relationships with their learners in one secondary school in England

POPPY DALL’OCCO, ALEX MORGAN AND EMMAJANE MILTON, SCHOOL OF SOCIAL SCIENCES, CARDIFF UNIVERSITY, UK Context This article draws on research findings from a small-scale, qualitative case study based in one secondary school in England. It reports on an in-depth, thematic analysis of nine semi-structured online interviews with GCSE teachers of either English or mathematics. The findings […]

Feedback is not a gift

MARCO NARAJOS, DEPARTMENT OF EDUCATION, UNIVERSITY OF OXFORD, UK Rationale Research has long indicated that feedback supports attainment (Hattie and Timperley, 2007). This has led to assessment by regular or deep marking becoming a significant source of burdensome workload, which significantly correlates with poor teacher wellbeing (Brady, 2020; Jerrim and Sims, 2020). Teaching at an independent […]