Nobody would dispute that teachers should have a high level of literacy and be able to read and write well. But what about ‘assessment literacy’?
It is well known that assessment is a tricky business. But being able to mark students’ work fairly and accurately – in other words knowing the rules – is not enough; assessors must also ensure that students learn from assessment. Being able to give students helpful feedback and making sure that they make good use of it is as essential to assessment literacy (or assessment know-how) as spelling and grammar are to writing.
Research at the UCL Institute of Education in the Assessment Careers project showed, surprisingly, that even experienced postgraduate students merely read their feedback and (more…)
It has conventionally been said that Coalition governments are unable to undertake radical change. The assumption is that the need for trade-offs between governing parties, to prioritise compromise and consensus over clarity and conviction, lead to a tendency to preserve the status quo.
But this appears not to have been the case in the United Kingdom after 2010. In its policies on early years, schools, training, and higher education, the Coalition Government was nothing if not radical. The Academies Act, passed in the first weeks of the government’s tenure, using parliamentary procedures designed for emergency legislation, represented a decisive, irrevocable break with governance arrangements in English education which had lasted, with modifications, since the 1944 Education Act.
Towards the end of 2010, the Coalition made similarly stark changes in the funding of higher education, tripling the cap on (more…)