Measuring progress.
WHAT ASSESSMENT IS FOR
Establishing what a learner can do, and informing what happens next.
WHAT TYPES EXIST
Assessment during learning, to guide teaching Assessment at the end, to certify achievement
WHY THE DISTINCTION MATTERS
The first should be frequent and low-stakes; the second formal.
WHAT MAKES ASSESSMENT USEFUL
It measures the stated outcomes It is consistent between assessors It produces information that changes teaching
WHAT MAKES IT USELESS
Measuring recall alone Inconsistent marking Results nobody acts on
WHAT TO ESTABLISH
Clear criteria, applied the same way by everyone.
HOW
Worked examples, and periodic comparison between markers.
WHY COMPARISON
Marking drifts, and inconsistency is unfair and visible.
WHAT REPORTS TO PARENTS SHOULD CONTAIN
What the student can do Where they are struggling What is being done about it What the family can do
WHAT THEY SHOULD AVOID
Generic comments Rankings that humiliate Assessment of character rather than work
WHY RANKINGS DESERVE CAUTION
They demoralise the majority without helping anyone.
WHAT TO PROVIDE INSTEAD
Progress against expectations.
WHAT TO DO ABOUT STUDENTS FALLING BEHIND
Identify early, and intervene.
WHY EARLY
Gaps compound.
WHAT TO RECORD
Results, over time, per student.
WHAT TO ANALYSE
Patterns: subjects, classes, teachers, cohorts.
