I’m doing a presentation on Tuesday and one of the key phrases that I am going to say out loud is that assessment is not the million dollar solution to Curriculum for Excellence that we are waiting for.  Now, I’m going to wear my waterproofs to protect me from the rotten fruit and veg bound to head my way but nothing’s going to stop the glares and looks of absolute disbelief.

The great thing is though:

I finally believe it’s true.

For a long time I have wanted to believe that the abolishment of external, final exams is the right thing to do.  I have always felt that it is fundamentally wrong to test pupil’s knowledge and 12 years of learning with 1 hour summative assessment.  On the flip side I have been unable to conjure any idea of what assessment should look like.  To be honest I’m still struggling with that but I can now look forward to the challenge because I finally understand my own role.

School curricula for too long has focussed on the goal being to pass as many exams as possible, the elite head to uni, the middle to college or apprenticeships and the bottom plough through and hope for the best from their handful of foundation grades.  Great improvements have been made with the continued implementation of vocational and practical courses.  The emphasis, however, has remained on channelling as many as possible down an academic route and adding extras for other learners.  Curriculum for Excellence goes one step further and asks teachers to provide learning suitable to every learner.

How do we know what to teach if there is no final goal?  A war cry from those, and until recently me, who need assessment to be fixed so that they know “what” to teach.  This is my real revelation to date because I have realised that:

 I know what to teach regardless of the final assessment. 

Nobody has ever suggested that we should be changing the content of our courses.  Indeed it would be difficult to create a brand new maths syllabus, the nuts and bolts of number, algebra and geometry are not changing and are essential to future learning.  Each step leads logically to the next and the extent of learning is now limited only by the ability of the pupils.  I agree that a structure must be imposed to learning to ensure that pupils are gaining a breadth of learning and that records of achievement for each pupil are essential and I’m not sure how that will look either but I am now confident that I have the tools and resources to move forward.

In my toolbox I have textbooks, worksheets and schemes of work, all of which offer comprehensive structure to suit learning maths through relevant age and stage levels in an ordered manner which builds upon previous learning and provides essential numeracy and mathematical skills.  In addition I have a plethora of ICT and interactive tools including games, concrete apparatus and links to real life.  Add to all that co-operative learning and formative assessment strategies and chuck in a bit of investigation, outdoor learning and fun and I reckon I might just make it through.

If I use all the tools that I have and maintain the pace and challenge I now believe that I can ensure that the learners in my classroom will be ready for whatever the National Assessment Resource can throw at them.

5 Comments

• 

  By fearghal, November 21, 2009 @ 10:35 am

  Fantastic!! This is really makes sense. Well done and thanks for sharing.
• 

  By Gordon, November 21, 2009 @ 10:41 am

  Hi Stephanie,
  I enjoyed reading your thoughts, but I’m puzzled as to what your final sentence is all about. The National Assessment Resource is for teachers and pupils to use, and in fact to populate. The hope is that teachers across Scotland will be able to share assessment resources, ideas, strategies, etc with each other, that these can be tweaked, customised and passed on, and that pupils can take part in self and peer assessment in a protected environment.

  Of course, if no-one shares, then there will be nothing there. Either way, there will be no ‘throwing’ going on.

  Cheers,

  Gordon

  Thanks for this Gordon,
  I really should have learned more about the NAR before mentioning it and I appreciate that you called me on it!
  I suppose what I really mean is that my classes and I will be ready for any form of assessment that is required of us. Like many others the NAR remains a mystery to me but I am no longer waiting for the grand unveiling which is not coming. I look forward to seeing what comes up in the NAR and hopefully to making valid contributions.
  Steph.
• 

  By fearghal, November 23, 2009 @ 11:34 am

  I wanted to let you know that I’ve shared your post on our CfE Blog:
  http://edubuzz.org/blogs/curriculumforexcellence/2009/11/23/blogging-as-free-cpd-for-teachers/
• 

  By admin, November 23, 2009 @ 12:22 pm

  Thank you Fearghal!

Other Links to this Post

1. Curriculum for Excellence in East Lothian » Blogging as free CPD for teachers — December 23, 2009 @ 10:55 am

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