specificty

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 [...]