This is part 3 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series.
I can remember having a conversation with a friend a few years ago about the value of memorisation and practice. I said how important it was for pupils to remember things and to practice using them. She disagreed: she was sick to death of reading cookie-cutter, spoon-fed coursework essays that all sounded exactly the same, and all sounded as though they had regurgitated the words she had said in class in the lesson. For her, practice and memorisation were killing the life of her subject.
I completely recognised the truth of what she was saying. I had marked my fair share of coursework essays and felt exactly the same thing. So, why, if I am agreeing that this kind of…
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