Poor attainment data often comes too late!

Becky Allen

It’s time to get positive about data. The right kind of data.

In my blogpost on the question of why we cannot easily measure progress, I explained why short, one-hour tests are rarely reliable enough to tell us anything interesting about whether or not a student has made sufficient progress over the course of a year. This is a source of worry for schools because measuring and reporting pupil progress is hard-baked into our school accountability system. My response about what to do was to tell teachers not to worry too much about progresssince attainment is the thing we almost always want to know about anyway. If you still think that ‘progress’ is a meaningful numerical construct, I’d urge you to take a look at Tom Sherrington’s blog post on the matter.

I’ve since become even more convinced that measuring pupil progress is worse than irrelevant through conversations…

View original post 1,198 more words

Advertisements

About teachingbattleground

I teach
This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s