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.