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.