Today I not only have my first ever article published by the TES, it’s made the front page!
Those of you familiar with my output will recognise the arguments and be familiar with the thinking that’s led to these conclusions. But for anyone new to the blog, a little background wouldn’t go amiss.
The first and perhaps most important brick in the teetering edifice I’ve been constructing over the past couple of years is the idea that learning and performance are not the same thing. Maybe this sounds obvious, but it rocked my world to its rotten foundations. Read this post if you want to find out more.
Then, I started trying to get my head around the concept of ‘desirable difficulties’ and Robert Bjork’s work on memory, learning and forgetting. Again, maybe this all sounds a bit trite now but when I first encountered the ideas they took my breath away. This is the first post I wrote on the subject.
And so, with no further ado, here’s my TES piece: Classroom practice – Forget about assessing learning after lessons.
Naturally it’s undergone the brutal process of sub-editing, but it still retains a solid kernel of what I think. And if you’re interested in Dylan Wiliam’s response, he very kindly went to the trouble of commenting on my blog here.