In various blog posts and twitter exchanges I have critiqued several widely used approaches to assessment tracking and reporting. Reasons for my critique include the following:
- Forcing teachers across very different disciplines to morph their organic, authentic subject specific assessments – including wide-ranging quality and difficulty models – into a common grading system at an excessive number of times determined by the needs of the system, not the teachers.
- Using measures and scales that give a false impression of being reliable, valid, secure, absolute measures of standards or progress but are actually subjective, arbitrary or even totally spurious.
- Basing ideas of attainment and progress on an imagined ladder of absolute standards when, usually, all that’s being measured are bell-curve positions within a cohort. This includes the widely inappropriate use of GCSE grades as milestone markers in a ladder 5 to 6 to 7 etc.
- Projecting from small-scale teacher devised assessments…
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