Phew, the graded observation looks as though it’s on its way out. This for the most part is due to the lack of validity and reliability associated with attributing a number to a lesson. In my last post I talked about the language of learning. Many observers across the country are or have been guilty of scrawling the ‘it was clear they were learning’ comment over the various crude observation paperwork that exists to ‘evaluate teaching and learning’. They are wrong however as they mistakenly assume that performance is the same as learning.