Month: January 2017

How can we close the knowing-doing gap?

This is part 4 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series. One frequent criticism of memorisation is that it doesn’t lead to understanding. For example, a pupil can memorise a rule of grammar, or a definition of… Read more »

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Is all practice good?

This is part 3 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series. I can remember having a conversation with a friend a few years ago about the value of memorisation and practice. I said how important it was… Read more »

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Teaching knowledge or teaching to the test?

This is part 2 of a series of blogs on my new book, Making Good Progress?: The future of Assessment for Learning. Click here to read the introduction to the series. For many people, teaching knowledge, teaching to the test and direct, teacher-led instruction are one and the same thing. Here is Fran Abrams from BBC… Read more »

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