Winston Churchill once said ‘success is stumbling from failure to failure without losing enthusiasm.’
Looking back now on assessment in our first year at Michaela, I can now see what I was blind to then: we stumbled and blundered. What mistakes did we make, and how did we stumble?
We spent hours marking. We spent ages inputting data. And we didn’t design assessments cumulatively.
First mistake: we spent exorbitant amounts of time in the first year marking, in particular marking English and History essays and paragraphs. We wrote comments, we set targets, we tried individualised icons, we corrected misspellings, we corrected grammatical errors, we judged and scored written accuracy, we wrote and shared rubrics with pupils. We spent hours every week on this. Over the year, we must have spent hundreds of hours on it.
The hidden pitfall of marking is opportunity cost. Every hour that a teacher spends…
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