Data and assessment in education
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.
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Assessment
How will it change our world?
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.
Tips for moving towards a Standards-Based approach to grading
Darcie Flansburg offers advice for transitioning from traditional high-school grading to less subjective, standards-based assessment.
Future skills, A Level and the IB Diploma
Both programmes have their merits – but which of these two well-regarded programmes best equip students with future skills? Alessandro Capozzi pauses for thought.
Putting students in control
For Tamara Budhan Caldwell, cramming for exams only adds to the pressure on students. There are far better ways to empower them.
From reactive to proactive pastoral care
Can the social and emotional state of our students be tracked to enable early intervention? Jonathan Taylor and Simon Antwis think so.
Technology and student assessment
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.
Quicker and more reliable? Surely not . . .
Does ‘çomparative judgement’ provide a more reliable – and quicker way to mark written work? Daisy Christodoulou certainly thinks so.
. . . and why triangles matter in education
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!
Artificial intelligence in post-pandemic recovery
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.
An exciting way to support ‘whole child’ development?
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.
Recognising student learning
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.
Video projects and assessment
Using student-created video projects to assess learning is going mainstream, according to Eddie Bradley. Time to hop on board.
Taking back control after Covid
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.
Monitoring levels of well-being and involvement in the Early Years
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.
Why continuous assessment will redefine global education
Alex Mirza has no doubt that digital assessment platforms, properly aligned to formative principles, are set to change the world of education.
The power of good assessment data
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.
Learning for an interconnected world: COBIS21 conference link article
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.
The International Primary Curriculum at 20
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.
The problem with paper-based examinations
Ian Grove-Stephensen makes a strong case for abandoning paper-based summative assessments as soon as possible.
The only stupid question is the one never asked
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
Inclusion in a remote setting
Janice Ireland and Marytina Osuchukwu describe how a school in the Niger Delta region has introduced a radical inclusion programme, with dramatic results.
Whole class feedback
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
Self-assessment in the online classroom
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.
Learning is not a competition
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.