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United Kingdom
Assessment for learning
Returning to the game last year, I was struck by how assessment for learning has become a viral philosophy. It infiltrates every corner of every mention of school improvement, and seems to be accepted on tablets written on stone as, perhaps, the single most important key to pupil achievement.
Returning to the game last year, I was struck by how assessment for learning has become a viral philosophy, writes Phil Beadle.
It seems that in the 10 years it has taken for the ideas from Inside the Black Box to filter down into practice, it has lost a lot in translation. My experience of assessment for learning has been having to attempt to decode a load of opaque gruel that refuses to gives up its meaning; followed by a fairly certain realisation that observed lessons that do not have some form of peer- or self-assessment are now judged to be somehow dysfunctional.
Sourced from: The Guardian
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