- #UKEdChat session 531
- There is an ongoing debates on how students should be assessed.
- There is no agreement on the role the students themselves should play within the assessment process.
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Assessment is a core pillar of teaching and learning, yet there is no single method for doing it, and it remains a contentious issue for many teachers. Views of assessment, both summative and formative, are very much personal to individual teachers. However, each teacher must operate within the requirements of the school and the state, especially with regards to testing. Furthermore, there is no agreement on the role the students themselves should play within the assessment process.
With ongoing debates on how students should be assessed, with many strategies placed under national scrutiny, this #UKEdChat session explores how assessments are managed in schools. You are invited to share your experiences; share what works well; share what doesn’t work, and; assessment strategies that help prove progress.
In this #UKEdChat discussion, which took place on Thursday 26th November 2020 at 8pm(UK) we discussed what is measured and how, the role of the student within the process, and how to support students through ongoing formative assessment and feedback.
1. What are the most common forms of measuring progress in your school?
2. How much of a voice do your students have in ongoing assessments?
3. What assessment practices do you think are (a) not worth doing and (b) vital to your teaching?
4. How does technology help or hinder the assessment process?
5. How can assessment moderation support progression in schools?
6. What are the most challenging aspects of keeping assessments objective?
7. How can we support students who achieve better at ongoing formative assessments than end-of-year (or termly) examinations?
8. What are the main challenges of evidencing assessment in your classroom?