Viewing planning, teaching and assessing as isolated processes. Viewing planning, teaching and assessing as interconnected processes.
Over-reliance on one assessment strategy. Using a range and balance of assessment strategies.
Viewing assessment as the sole prerogative of the teacher. Involving students in peer- and self-assessment.
Over reliance on one strategy of recording and reporting. Using a range and balance of recording and reporting strategies.
Seeking student responses solely to identify the right answer. Seeking student responses in order to understand their current conceptions.
Concluding each unit only by summative testing. Involving the students in shared reflection at the end of each unit.
Assessing for the sole purpose of assigning grades. Enabling students to see assessment as a means of describing learning.
Embarking on new learning before assessing the levels of students’ current knowledge and experience. Assessing the levels of students’ current knowledge and experience before embarking on new learning.
Evaluating units in isolation from other teachers. Evaluating collaboratively using an agreed, flexible system.
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