Rebuilding expertise and confidence in assessment
We should collaborate to prioritise learning over measurement
Throughout my career I have engaged with research into teaching methods that avoid labelling by ability. I first baulked at giving students a label as a young secondary teacher. I was told by my head of department the Year 7 class I had taught throughout my first term could only achieve grade D because that was the set they were in. I was allowed to grant a number for effort, but could not move the grade. This was not only unjust, but inaccurate.
Years later, as deputy headteacher in a primary school teaching the literacy and numeracy strategy, I resisted the notion that, in the name of raising standards, each child should be overtly graded and tracked.
Looking back, my approach was radical.
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