Curriculum related expectations: the specificity problem

2020-11-22T09:44:54+00:00November 21st, 2020|assessment, curriculum|

If we are going to use the curriculum as a progression model, it's useful to build in checkpoints to ensure students are meeting curriculum related expectations. So far I written about replacing age related expectations with curriculum related expectations, and another on replacing grades more generally with curriculum related expectations. But how specific do these expectations have to be in order to be useful? If they're too specific we risk generating endless tick box checklists, but if they're too broad there's the risk they become meaninglessly bland and tell us nothing about how students are progressing. It seems tempting to suggest [...]

High jump vs hurdles: Replacing grades with curriculum related expectations

2021-04-28T09:12:25+01:00November 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 [...]

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