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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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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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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This is part 1 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. Giving feedback works. There is an enormous amount of evidence that shows this, much of it summarised in Black and Wiliam’s Inside the Black… Read more »
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In February, my second book is going to be published by Oxford University Press. It’s called Making Good Progress?: The future of Assessment for Learning. It is the assessment follow-up to my first book, Seven Myths about Education, which was about education more generally. In Seven Myths about Education, I argued that a set of… Read more »
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