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Assessment

This category contains 40 posts

3 Opportunities Created by Centre Assessed Grades

It was a two week period like no other.  In the absence of students actually sitting any examinations, grades were calculated by an algorithm, determined by schools (centres) and after much upheaval young people received the higher of the two grades.  Privately entered candidates are still in limbo, vocational qualifications have yet to be confirmed and further and higher education have been left to sort out a complex admissions process.  However, there are reasons to be cheerful.

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No Pupil Should Lose Out

Ofqual’s decision, to adopt a modified form of its proposal for grading GCSE and A-levels this Summer, has been met with consternation and in some cases despair.  Their decision to put increased weighting on historical data is not the best (or least worst) option available.  It’s more about statistical modelling than a humane approach to a complex and difficult situation.

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Don’t Throw the Baby Data Out with the Bath Water

Ofsted’s recent Road to Damascus moment that school’s internal data might not be the most reliable has a lovely irony associated with it; more so given their slightly odd proposals for work scrutiny.  Coming to a blog near you, very soon will be a school leader extolling the virtues of their data-free school. Continue reading

Leadership: Being, Knowing, Doing (New Book)

Liminal Leadership

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