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The Problematic Interface between Research, Policy and Practice_ the Case of Attainment Grouping

htyreman@chartered.collegeMarch 2018
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The Problematic Interface between Research, Policy and Practice_ the Case of Attainment Grouping

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This Issue

Issue Contents

From the editor

By Chris Harrison

Quality conversations: The role of collaboration in assessment

By Helen Angell

The accountability paradox

By Chris Larvin

Issues of trust in teachers’ assessments: Can the profession move forward?

By Mick Walker

Supporting teachers in their early careers

By Nick Gibb

Principles and purposes of assessment in the classroom

By Sarah Earle

Assessment beyond levels in the Early Years

By Julian Grenier

Revitalising rubrics

By Ryan Campbell

The place of public examinations in future school assessment

By Alex Standish

How can issues of validity and reliability be addressed to strengthen internal school assessment?

By Tom Johns

A framework for defining and assessing creative thinking

By Claire Scoular

The impact of the use of the phonics screening check in Year 2

By Alice Bradbury

The four pillars of assessment: What does a focus on validity, reliability, purpose and value in assessment practice look like on the ground?

By Samantha Franklin

Test obsessed: Improving student perceptions of assessment when generating performance data

By Richard Lancaster

Changing our use of feedback and becoming a trauma-informed school: A case study

By Claire Tyson

A SCITT model for assessment: alignment and development

By Henry Sauntson

Using third-party assessments: Deciding when to trust online test scores

By Clare Walsh

The key principles to effective feedback

By Michael Chiles

Investigating young children’s learning through a schema lens: How can schema theory inform practice in an Early Years class in a special school?

By Antonio Griffiths-Murru

‘When does feedback help me to learn?’ Children’s perceptions of feedback in a primary school

By Tracey Feil

Secondary modern language students and assessment: Conceptions, metacognition and emotions

By Simon Baron

Reimagining the ‘characteristics of effective teaching and learning’ as a framework for feedback in the Early Years

By Verity Downing

The importance of formative assessment and responsive teaching in the post-COVID era

By Megan Price

Reconsidering the role of mock exams in schools

By Nicholas Pointer

Written lesson observation feedback in initial teacher education

By Steve Puttick

Instant formative feedback: How technology can help in the music classroom

By Emma Hayward

Effective feedback: There’s a lot we can learn from instrumental music teachers

By Martin Leigh

Feedback literacy: The building blocks for effective feedback in schools

By Ngozi Oguledo

Formative assessment for online learning: Implementing classroom strategies in the online forum

By Emily Walker

An alternative to GCSEs: Reuniting curriculum, pedagogy and assessment

By Hugh Stephens

What does effective whole-class feedback in English look like?

By RICHARD MCDONALD

Assessment and initial teacher education in Wales at a time of change: Adapting and learning

By David James

Building a responsive teaching culture by designing and using hinge questions

By Victoria Foster

Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students

By Adewale Magaji

Why do we make it so hard? Using cognitive science and assessment objectives to reframe the way we teach Shakespeare at Key Stage 4

By Tamsin Page

Thinking more creatively about maths assessment

By Lucy Rycroft-Smith

Moving away from criteria: Using modelling when assessing pupils

By Luke Hinchliffe

Feeding forward: A case study of dialogic assessment

By Elizabeth Hennah

The not so simple view of reading assessment

By Claudia Pik-Ki Chu

Impact of the COVID-19 pandemic on school-based initial teacher education: Holding onto respectful assessment processes

By Felicity Dewsbery

Eyes on the prize: Creating lifelong learners through engagement with assessment

By Peter Wolstencroft

Other Issues

Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Issue 5: Developing a learning culture Issue 6: Broad and balanced curriculum Issue 7: Arts, creativity and cultural education Issue 8: Cognition and learning Issue 9: Learning, leadership and teacher expertise Issue 10: Developing evidence-informed teaching techniques to support effective learning Issue 11: Teacher recruitment, retention and progression Issue 12: Assessment and feedback Issue 13: Professional development Special All-Schools Issue: 2018 Special issue: Youth social action and character education Special Issue January 2019: Education Technology The Profession 18/19
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