Why are we Testing? (includes a useful infographic)

This is an idea that I’ve been thinking about for some time, particularly following a talk by Daisy Christodoulou and subsequently reading her book ‘Making Good Progress’. The standout point from both of these was that one test can not (effectively) fulfil multiple functions. We need to decide whether we are aiming to develop learning or to measure it.  Continue Reading

Feedback with Impact!

Time effective strategies to make sure that feedback always leads to learning

I ran an inset today with a colleague about giving ‘Feedback with Impact’. We deliberately avoided the word ‘marking’ because there are so many ways to communicate with pupils about their learning. We wanted to focus on ‘Impact’ because feedback is only worthwhile if it leads to learning. Continue Reading

Watch yourself teach with IRIS!

If you’ve ever filmed yourself teaching, you’ll know that it can be an incredibly formative, if daunting, experience. Unlike the observer who drops in for 20 minutes and spends half of the time looking at their observation record, the camera misses nothing. When I first used IRIS, I felt myself becoming unexpectedly nervous: strangely, I found the presence of a camera more daunting than a human observer. However, having been through the process a few times now, I’m now committed to making filming a regular tool for reflecting on my practice.

Continue Reading