Measuring primary attainment and progress (version 2: 11 November 2015)

. This is an exploratory discussion document. I wrote it to try to understand more clearly the current situation. I am open to persuasion and will take on board evidence-based amendments. . The transition from old to new The original policy design for levels-based assessment was simple and elegant. This helped ensure its longevity throughout … Continue reading Measuring primary attainment and progress (version 2: 11 November 2015)

More About Mastery, Depth and High Attainers

  I am increasingly concerned about NCETM’s notion that 'stretch and challenge' should always involve studying the same material in greater depth. This is becoming increasingly pervasive and resulting in widespread confusion, amongst teachers as well as parents. For example see this Mumsnet thread and this sample of recent Tweets . https://twitter.com/Miss_RQT/status/646778458173902848 https://twitter.com/Miss_RQT/status/646779429138493440 https://twitter.com/Braunteaches/status/646922499691794432 https://twitter.com/leah_moo/status/646922805834051584 https://twitter.com/FJStarfish/status/646923902824919040Continue reading More About Mastery, Depth and High Attainers