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Maximizing the Effectiveness of Multiple-Choice Qs - The Effortful Educator

Maximizing the Effectiveness of Multiple-Choice Qs - The Effortful Educator | Assessment | Scoop.it
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Do they really get it, or are they just giving me the correct answer?

Do they really get it, or are they just giving me the correct answer? | Assessment | Scoop.it
This is part 3 in the AFL in Science symposium. It's a collection of thoughts, ponderings and ideas surrounding concepts, threshold concepts, misconceptions, knowledge and understanding..... and also assessment. Not all my thoughts are fully formed, but this is where I've got to. You can read part 1 by Adam Boxer here and part 2 by…
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Hinge questions hub

Hinge questions hub | Assessment | Scoop.it
Which of the following is true?  A hinge question is… a) A powerful formative assessment tool b) A sophisticated way to use multiple choice questions c) A useful way to elicit evidence of stu…
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Comparative judgment: practical tips for in-school use

Comparative judgment: practical tips for in-school use | Assessment | Scoop.it
  I have blogged a bit before about comparative judgment and how it could help make marking more efficient and more reliable, and help to free the teaching of writing from tick box approaches. I think CJ has the potential to be used for national assessments – that’s why I’m working with Dr Chris Wheadon…
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Proof of progress - Part 1 - David Didau: The Learning Spy

Proof of progress - Part 1 - David Didau: The Learning Spy | Assessment | Scoop.it
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 right. As regular readers will know, I’m interested in the potential of comparative judgement (CJ) and have written about it here and here.
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The Marking and the Madness

The Marking and the Madness | Assessment | Scoop.it
My mum was a teacher. When I was a child she would come home from school with a big carrier bag full of books and I would beg her to let me help her mark them. I was desperate to be allowed to 'pla...
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The Hi-5 of Principled Marking Design

The Hi-5 of Principled Marking Design | Assessment | Scoop.it
Marking is simultaneously an occupational necessity and the bane of many teachers’ lives.  The current marking frenzy and associated workload in schools is a product of system wide fear, stupidity ...
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Why we've got planning and marking all wrong (part 1)

Why we've got planning and marking all wrong (part 1) | Assessment | Scoop.it
I carried out a poll on Twitter this week - partly just because I got the function at last. The results were not at all surprising to me, but rather confirmed my fears about the use of time in scho...
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The Assessment Commission Report - 13 key points

The Assessment Commission Report - 13 key points | Assessment | Scoop.it
It's not often I speed read through a government document, but the Assessment Commission report, leaked this morning, made for a fascinating read.  It will presumably influence what schools and tea...
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This is in my view a radical report which could return us to a poistion of sensible policy.

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7 Questions you should ask about any new 'post-levels' assessment scheme

7 Questions you should ask about any new 'post-levels' assessment scheme | Assessment | Scoop.it
Schools up and down the country are faced with the task of finding a replacement assessment tool to monitor progress and attainment as National Curriculum levels become obsolete. Doubtless there wi...
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What should written feedback look like? - David Didau: The Learning Spy

What should written feedback look like? - David Didau: The Learning Spy | Assessment | Scoop.it
To free a person from error is to give, and not to take away. Arthur Schopenhauer In response to my last post, Cristina Milos pointed out that I use the term ‘feedback’ without providing any further clarification as to what I mean.
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A Common Sense Approach to Marking Workload by @TeacherToolkit

A Common Sense Approach to Marking Workload by @TeacherToolkit | Assessment | Scoop.it
This is a blog about marking workload. If you download this resource, please tweet this link. In October 2014, I blogged about The Marking Frenzy, which struck a chord with many of my readers. This...
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No Feedback, No Learning –

No Feedback, No Learning – | Assessment | Scoop.it
Paul A. Kirschner & Mirjam Neelen Feedback is one of the most, if not the most important tools for supporting learning. Giving effective feedback has also been found to be one of the most power…
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Understanding Assessment: A blog guide

Understanding Assessment: A blog guide | Assessment | Scoop.it
In my experience, assessment is widely misunderstood by a lot of people in education - which is a worry given how much of it we do and how high the stakes are with formal assessment issues.  There all kinds of confusions, false premises, false promises and circularities across the system.   There are too many…
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How Freedom Prep's Jasmine Howard Checks for Understanding - Teach Like a Champion

How Freedom Prep's Jasmine Howard Checks for Understanding - Teach Like a Champion | Assessment | Scoop.it
    We’ve spent this past year working with Freedom Prep, a network of 4 high-performing schools in Memphis. The goal  for us is to help them take their program to the next level, and the journey has been a rich one- the team at Freedom Prep are dedicated, smart and insightful and their school
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Using comparative judgement for diagnostic information on students’ understanding of mathematical…

Using comparative judgement for diagnostic information on students’ understanding of mathematical… | Assessment | Scoop.it
For the first time this year, No More Marking is using the results from its Proof of Progress (PoP) maths assessment to provide more diagnostic information on the development of Year 7 students’s…
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Why I like 'tick n flick' - David Didau: The Learning Spy

Why I like 'tick n flick' - David Didau: The Learning Spy | Assessment | Scoop.it
It is vain to do with more what can be done with less. William of Ockham Tick n flick – the practice of flicking through students’ exercise books and ticking to indicate that they have been read (or at least seen) is widely used as a pejorative term for the laziest type of marking undertaken
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Should students respond to feedback? - David Didau: The Learning Spy

Should students respond to feedback? - David Didau: The Learning Spy | Assessment | Scoop.it
The opposite of talking isn’t listening. The opposite of talking is waiting. Fran Lebowitz One of the criticisms of my post about book monitoring is that I have omitted checks to see whether students have responded to feedback. This omission is entirely deliberate. Does this mean I don’t care whether students respond to feedback? You
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Marking; planning for feedback- identifying then closing the gap. My #TLT15 session

Marking; planning for feedback- identifying then closing the gap. My #TLT15 session | Assessment | Scoop.it
My session at #TLT15 was potentially a hard sell. There are so many concerns with the rush for many SLT teams to push very onerous marking schedules on the staff because red pen in books is hard ev...
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Marking is a hornet

Marking is a hornet | Assessment | Scoop.it
Written marking takes up huge amounts of teachers’ time. If the average teacher marks for just over 5 hours a week, that’s 200 hours of marking a year. In a secondary school of 100 teachers, that’s...
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Problems with performance descriptors

Problems with performance descriptors | Assessment | Scoop.it
A primary teacher friend recently told me of some games she and her colleagues used to play with national curriculum levels. They would take a Michael Morpurgo novel and mark it using an APP grid, ...
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How to get assessment wrong - David Didau: The Learning Spy

How to get assessment wrong - David Didau: The Learning Spy | Assessment | Scoop.it
It is the duty of the human understanding to understand that there are things which it cannot understand, and what those things are.
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