High jump vs hurdles: Replacing grades with curriculum related expectations

2020-11-18T18:40:59+00:00November 18th, 2020|assessment, curriculum|

I've recently argued that one way to ensure schools are explicitly using the curriculum as a progression model is to assess children against curriculum related expectations. Briefly, this means that if your curriculum specifies that students have been taught x, they are then assessed as to whether they have met a minimum threshold in their understanding of x. So, for instance, if I've taught you about, say, the differents of metrical feet and their effects, are you now able to demonstrate this knowledge? If you can then you have met a curriculum related expectation; if you cannot then they haven't. In [...]