AP: different, not easier
A senior prank and the student reaction that followed, got Darcie Flansburg thinking about comparing the International Baccalaureate Diploma Programme (IBDP) with Advanced Placement (AP).
A senior prank and the student reaction that followed, got Darcie Flansburg thinking about comparing the International Baccalaureate Diploma Programme (IBDP) with Advanced Placement (AP).
Colm Byrne believes supporting and mentoring local teachers makes sustainable change possible for the Cambodian education system.
Dr. Domenico Meschino would like us to take Bloom’s Taxonomy of Learning to a new level in order to help us meet the needs of 21st Century learners.
For Matthew Savage, gathering and using data in context to inform our teaching and guide our support for students is nothing short of a moral imperative.
It’s plausible, simple and possibly seminal but is it education? Head of Alleyn’s School, Jane Lunnon considers how ChatGPT is forcing us to think about learning.
Darcie Flansburg offers advice for transitioning from traditional high-school grading to less subjective, standards-based assessment.
Both programmes have their merits – but which of these two well-regarded programmes best equip students with future skills? Alessandro Capozzi pauses for thought.
For Tamara Budhan Caldwell, cramming for exams only adds to the pressure on students. There are far better ways to empower them.
Can the social and emotional state of our students be tracked to enable early intervention? Jonathan Taylor and Simon Antwis think so.
Formal assessment at 16+ really is starting change. Dr. Sarah Watson wonders how much further this can go and what we have to think about.
Does ‘çomparative judgement’ provide a more reliable – and quicker way to mark written work? Daisy Christodoulou certainly thinks so.
According to Matthew Savage, current forms of assessment do not get us anywhere near a full picture of a child and everything that makes them unique.Think ‘triangles’ for a better perspective!
Every now and again a new product catches our eye that might be useful in international schools. We recently asked the people at UK edtech start-up Atom Learning to prepare an elevator pitch for ITM readers. This is what they sent us.
Assessment in PE has come a long way in the last 30 years. Could it go further without detracting from the enjoyment of sport? Mat Heaume thinks so.
Concerned that conventional assessment undermines rather than meets student needs, Conrad Hughes suggests a different approach to the recognition of learning. Other Heads obviously agree.
Using student-created video projects to assess learning is going mainstream, according to Eddie Bradley. Time to hop on board.
Despairing talk of ‘catching-up’ after Covid is self-defeating, argues Al Kingsley. Better to target necessary interventions using new assessment techniques and move on postively.
Jess Gosling shows how using the Leuven Scales in a Reception classroom has assisted the monitoring of student wellbeing and involvement. She reflects upon this both for the child and in relation to class environment and provision.
Alex Mirza has no doubt that digital assessment platforms, properly aligned to formative principles, are set to change the world of education.
If data from objective testing like MAP are to be useful, students have to take it seriously. Kawai Liu and Sharon Ma look at how Shanghai SMIC Private School helped their students understand the way testing supports them.
Andreas Schleicher takes an in-depth look at the measurement of ‘Global Competence’ in PISA 2018. As he argues at the COBIS21 conference, the associated concepts and skills should be at the core of any modern curriculum.
As the IPC celebrates its 20th anniversary, Gregory Biggs, describes how this popular curriculum used in over 1,000 schools has now been reviewed using the research findings of the 20 years since it was launched.
Ian Grove-Stephensen makes a strong case for abandoning paper-based summative assessments as soon as possible.
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
Janice Ireland and Marytina Osuchukwu describe how a school in the Niger Delta region has introduced a radical inclusion programme, with dramatic results.
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
India is going through a process of educational change, which the pandemic has accelerated. For Gargi Sarkar changes in assessment should be embraced, not resisted.
Richard Campbell of Effort Tracking looks at how tracking a student’s effort and application using a new formative – based assessment system is having an effect on student motivation and learning.
Establishing a profile
Susan Stewart was Head of Languages at the International School of London (Surrey) and believes that students should not be expected to ‘park’ their languages at the door. By developing an academic level of their mother tongue language, in addition to English, these students are able to keep their future options open.