I have read David Didau’s two recent posts on assessment – here and here – with interest. David is rightly sceptical about the efficacy of assessment rubrics and has summarised the problem succinctly: “We need always to remember that any system of assessment is an attempt to map a mystery with a metaphor.” In other words, as student learning is invisible and opaque and written work is only a proxy for learning, we must be careful about the inferences we draw so that we avoid over-simplified judgements.
This has got me reflecting on how I have assessed students in my English lessons over the last few years. What follows is not advice, just a description of the developments I have been through. About three years into teaching, I stopped using descriptors almost entirely, especially with my key stage 3 classes. I would pay lip service to APP and…
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