Case studies (assessment)

Whole-class feedback: Practical tips and ideas

19 April 2021

Giving whole-class feedback – when you address misconceptions and other issues as a collective – can have a big impact on student progress and your workload as a teacher. Adam Riches advises


Covid recovery: The importance of EAL assessment

23 March 2021

Setting accurate language targets and using tailored strategies will be crucial if we are to help the post-lockdown recovery of students who use English as an additional language. Caroline Bruce and Silvana Richardson explain and advise


Providing effective feedback and closing the loop

17 February 2021

Effective feedback is perhaps the most crucial aspect of high-quality teaching and has a real impact on pupil progress. Leann Collingwood offers some strategies for how we can close the feedback loop


Social justice and schools: Assessment

24 November 2020

In a seven-part series, teacher and school leader Dave Anderson considers how schools can be a key driver for social justice and how we can make our education system more equitable. In part six, he looks at the problems with our system of assessment and examinations


Saving time: Summative assessment

13 October 2020

Time is our most precious commodity and it is often in short supply. In this series, Adam Riches looks at how we can change common practices to help save time and improve teaching and learning. Here he focuses on summative assessment



Set goals, not targets

17 September 2019

Goal-setting can prove aspirational and motivational for students and avoids the stress that can come with the traditional target-setting approach. Matt Ward explains


Getting work scrutiny right

6 March 2019

Book scrutiny (or sampling) is too often about criticism and too often conducted in a Big Brother atmosphere of distrust. Instead, it must be about improvement, development and sharing best practice. Adam Riches and Roy Watson Davis offer their advice


Assessing English language proficiency: Why and how

7 November 2018

Recent research shows the importance of effectively assessing the English language proficiency of EAL learners. Katherine Solomon looks at the findings and offers practical advice for secondary schools


Feedback: The mark of success – Part 7

20 June 2018

In the final article of his seven-part series on effective feedback techniques and practices, Matt Bromley looks at the ‘when’ and the ‘how’ of feedback – and putting evidence into practice


Feedback – The mark of success: Part 6

13 June 2018

In part six of his seven-part series on effective feedback techniques and practices, Matt Bromley focuses on how to engage pupils with their assessment feedback


Feedback – The mark of success: Part 5

6 June 2018

In part five of his seven-part series on effective feedback techniques and practices, Matt Bromley focuses on developing an effective school assessment policy


Feedback: The mark of success – Part 4

23 May 2018

In part four of his seven-part series on effective feedback techniques and practices, Matt Bromley continues his research review and focuses on the three questions and four levels of effective feedback



Feedback: The mark of success – Part 2

9 May 2018

In part two of his seven-part series on effective feedback techniques and practices, Matt Bromley looks at making marking meaningful, manageable and motivating


Feedback: The mark of success – Part 1

2 May 2018

Feedback is the latest fashion in the world of education, with research showing huge gains in pupil progress. In this new seven-part series Matt Bromley will dissect the feedback craze and examine what effective feedback actually looks like – both for the teacher and the student


Formative assessment and EAL

25 April 2018

Formative assessment is a high-impact strategy and at St Mary’s School it has been yielding positive results for pupils who use English as an additional language. Patricia Brooks explains


New approaches to student feedback

31 January 2018

As schools realise that forcing teachers to produce reams of written feedback for students is often counterproductive, assessment strategies are starting to change. Jemma Sherwood looks at the research and discusses how her approach has shifted


Assessment: The feedback conundrum

31 January 2018

Achieving a whole-school marking policy that satisfies students, parents and teachers might just be impossible. Dr Bernard Trafford instead urges a focus on some simple tenets of good feedback...


Case study: A marking & feedback revolution

17 January 2018

A complete overhaul of the marking policy at Bedminster Down School has reduced workload and raised the quality of student feedback. Assistant head Megan Arnold explains



In-class marking and feedback

22 November 2017

Specialist Leader of Education, Adam Riches, proposes a strategy of in-class marking to drastically reduce workload while improving teacher feedback



Assessment: How accurate is your data?

17 May 2017

One of the reasons behind recent improvements in outcomes at senior leader Nathan Oxford‘s school is a marked improvement in the accuracy of assessment data


Make your school data C.O.U.N.T.

3 May 2017

How can we use our data effectively? Garry Freeman advises on collecting, managing and analysing your school’s data so that it is meaningful, relevant and useful for your teachers

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