How can we close the knowing-doing gap?

The Wing to Heaven

This is part 4 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.

One frequent criticism of memorisation is that it doesn’t lead to understanding. For example, a pupil can memorise a rule of grammar, or a definition of a word, but still have no idea how to use the rule or the word in practice. This is a real problem. I would say almost every pupil I have ever taught knew that a sentence began with a capital letter. They ‘knew’ this in the sense that if I asked them ‘what does a sentence begin with?’ they would instantly respond ‘a capital letter’. Yet many, many fewer of them would reliably begin every sentence they started with a capital letter. This is a classic example of a knowing-doing gap, where a pupil…

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