Why using the curriculum as your progression model is incompatible with ‘measuring progress’
Our capacity to misunderstand complex ideas leads, inexorably, to the lethal mutation of those ides. In my last post I set out why the apparently simple and obvious notion of 'using the curriculum as a progression model' often goes wrong but I underplayed some key points about the use of numbers. Tucked away in that post are two ideas that need some amplification and explanation. Firstly, in relation to the way in which summative assessments are scored: I should note that the key assumption underpinning this assessment model is not that tests should discriminate between students so we can place them [...]