I have already blogged on how I think data should be more about the learner and what’s happening in their learning, the current mindset on grades and also how we could report without any grades or levels. Students are focused on grades and in some cases they mean more to them than formative feedback. My own small research shows this:
This makes me consider,
What if we never give, refer to or report any numbers?
From a secondary point of view, key stage 3 is the simplest so I will consider key stage 4/5.
Most schools use key stage 2 data to look at progress through to key stage 4 using this from the DfE to decide if it is less/as/more than expected progress.
Teachers and consequently students are under pressure to move their grade towards at least expected. This method relies on…
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