Helen Angell, Director of School Improvement, Cabot Learning Federation, UK
It is another extraordinary year. As leaders and teachers in schools and academies ...
Chris Larvin, Curriculum Design Manager, Teach First, UK
The widely assumed goal of school accountability is to improve teaching and learning in schools, infor...
Mick Walker, Vice-Chair, Chartered Institute of Educational Assessors, UK
The educational establishment has a long history of debates over the technicalities, ...
Nick Gibb, Minister of State for School Standards, UK
The last year has thrown up so many new and unexpected challenges to us all. It has been a difficult time...
Sarah Earle, Bath Spa University, UK
It might not always feel like it but, as teachers, we are constantly using assessment information to make decisions about ...
Julian Grenier, Headteacher, Sheringham Nursery School and Children’s Centre Director, East London Research School, UK
Practitioners working with children in t...
Ryan Campbell, Jakarta Intercultural School, Indonesia
Christian Bokhove University of Southampton, UK
Purposed summatively as an instrument for assessing stu...
Alex Standish, Associate Professor of Geography Education, UCL Institute of Education, UK
David Perks, Principal, East London Science School, UK
In 2021, most...
A case study of how teachers can improve the validity and reliability of assessment
Tom Johns, Associate Assistant Headteacher - Assessment and Reporting, Ki...
Henry Sauntson FCCT, Director and Andrew Currie, Primary Director at Teach East SCITT, UK
At the heart of initial teacher education (ITE) lies a diverse range ...
Clare Walsh, University of Southampton, UK
Educational assessments are, at the best of times, an imprecise science. For many teachers today, regular ongoing as...
VERITY DOWNING, INDEPENDENT ACADEMIC, UK
The purpose of the ‘characteristics of effective teaching and learning’ (CETL) section of Early Years Foundation Stage...
Nick Pointer, Programmes Tutor, Ambition Institute, UK
The hegemony of assessment
For many years, schools have given a central role to summative-style assessm...
Emma Hayward, Director of Music, Heathfield Knoll School, UK
In order for our students to make progress within the classroom, music teachers are particularly a...
Martin Leigh, Director of Music, King Edward's School, Birmingham
Dylan Wiliam thinks that ‘there’s a lot we can learn from music teachers’. He describes how i...
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK
Assessment is the planned or unplanned process involving the review of learning and the utilisatio...
Hugh Stephens, Head of Geography, St Edward’s School, UK
We expect from education that our children become knowledgeable, successful learners, equipped to beco...
David James, Alex Morgan and Emmajane Milton, School of Social Sciences, Cardiff University, UK Anna Bryant, Jennie Clement, Judith Kneen and Gary Beauchamp, Ca...
Lucy Rycroft-Smith, Cambridge University, UK
Bart Crisp, CUREE, UK
Last month, a student answer to a test question was placed on Twitter, asking maths teacher...
Claudia Pik-Ki Chu and Michelle Ellefson, Faculty of Education, University of Cambridge, UK
Conceptualisation of reading
Reading comprehension is a term that ...
