Assessment

The following posts will provide useful reading for our session on Assessment in PE.

Can I be that little bit better at ……using methods to make feedback stick? – David Fawcett

Can I be that little bit better at……understanding why feedback doesn’t stick? – David Fawcett

Creating a culture of Critique – David Fawcett

Can I be that little better at….knowing what high quality work looks like? – David Fawcett

Feedback should cause thinking – David Fawcett

Formative Feedback, Growth Mindset and Grit–putting it together in the classroom – Kristin Phillips

Marking for England or Marking for Effect: a feedback journey – Andy Warner

‘Should I be marking every piece of work?’ – Mary Myatt

More on marking – Mary Myatt


Marking madness – does it make learning any better?
– Heather Leatt

BAD FEEDBACK AND OFSTED WHISPERS – Alex Quigley

HAVE WE GOT FEEDBACK BACKWARDS? – Alex Quigley

THE ‘HALO EFFECT’ AND TEACHER ASSESSMENT – Alex Quigley

ONE-TO-ONE FEEDBACK & TESTING WHAT WORKS – Alex Quigley

IMPROVING WRITTEN FEEDBACK – Alex Quigley

MAKE YOUR ‘MARKING POLICY’ A ‘FEEDBACK POLICY’ – Alex Quigley

DIRTY WORK – Alex Quigley

Marking is an act of love – David Didau

Dylan Wiliam’s defence of formative assessment – David Didau

Testing & assessment – have we been doing the right things for the wrong reasons? – David Didau

The problem with SatNavs, or how feedback can prevent learning – David Didau

Getting feedback right – David Didau

Getting feedback right Part 1 – Why do we give it? – David Didau

Getting feedback right Part 2: How do we provide clarity? – David Didau

Getting feedback right Part 3: How can we increase pupils’ effort? – David Didau

Getting feedback right Part 4: How can we increase pupils’ aspiration? – David Didau

Force fed feedback: is less more? – David Didau

Improving peer feedback with Public Critique – David Didau

Back to School Part 5: Marking – David Didau

Marking is an act of love– David Didau

Work scrutiny – What’s the point of marking books? – David Didau

DIRTy ToEs – Differentiation by assessment – Keven Bartle – Canon Broadside Blog

The Marking Frenzy – Ross Morrison-McGill

The #UglyTruth revisited: Marking; monitoring and progress – Ross Morrison-McGill

Authentic Assessment and Progress. Keeping it Real – Tom Sherrington

The Assessment Uncertainty Principle – Tom Sherrington

Assessment, Standards and the Bell Curve – Tom Sherrington

Formative use of Summative Tests: Marking #Blogsync – Tom Sherrington

Marking in Perspective: Selective, Formative, Effective, Reflective – Tom Sherrington

10 Silver Arrows: Ideas to penetrate the armour of ingrained practice – Tom Sherrington

MOVING FROM MARKING TOWARDS FEEDBACK – Harry Fletcher-Wood

WHAT IF YOU MARKED EVERY BOOK, EVERY LESSON? REINVENTING THE FEEDBACK WHEEL – Harry Fletcher-Wood

Strategic marking for the DIRTy-minded teacher – Andy Tharby

Marking: minimum effort for maximum pleasure – Andy Tharby

Adventures with gallery critique – Andy Tharby

What if we didn’t mark any books? – Andy Tharby

Marking: minimum effort for maximum pleasure – Andy Tharby

What if you marked every book, every lesson? – Joe Kirby

What can we learn from Dylan Wiliam and AfL? – Joe Kirby

Life after levels: where SLT fear to tread – Joe Kirby

Life after levels: who’ll create a mastery assessment system? – Joe Kirby

Why use multiple-choice questions? – Joe Kirby

How to design multiple-choice questions – Joe Kirby

Feedback and Critique – Belmont School

Fast Feedback – Dan Brinton

Fast Feedback 2.0 – Dan Brinton

Designing a new post-levels curriculum and assessment model from scratch – Dan Brinton

F.A.I.L…………………S.A.I.L – Dan Brinton

Implementing Assessment Without Levels – Chris Hildrew

Assessment in the new National Curriculum – what we’re doing – Chris Hildrew

Assessment without levels – Chris Hildrew

Closing the Gap Marking – Twilight CPD – Chris Hildrew

How do you explain a concept like Growth Mindset? – Phil Stock

Is there a place for multiple-choice in English? Part I – Phil Stock

Spirit Levels: Exorcising The Ghost of Assessment Past – Keven Bartle

Mindset: The things we say – Shaun Allison

Assessment Without Levels – Shaun Allison

Peer and self assessment – Shaun Allison

#TLT14 – Feedback Matters – Shaun Allison

15 Minute Forum – Students on Feedback – Shaun Allison

Some thoughts on feedback – Shaun Allison

Feedback matters – Shaun Allison

Verbal Feedback Given…. – Shaun Allison

Making Feedback Meaningful – Shaun Allison

Marking. Less is more? – Shaun Allison

Marking: Minimum effort for maximum pleasure – Shaun Allison

Closing the gap with peer marking – Shaun Allison

Magic NQT Moments 2 – Meols Cop Blog

30 Second Marking – Meols Cop Blog

Feedback on feedback – Meols Cop Blog

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