To some extent, the difference between formative assessment and summative assessment is a matter of context and objectives.Read More
I'll be running a course in Assessing Computing soon. What are the challenges in compiling a list of recommended resources for course particpants?Read More
The attractive thing about badges is that a school can invent their own categories and achievement levels.Read More
But it’s worse than that, your honour. I don’t even care.
How would you rate the apple pie shown in the photo? Yes, I know the first thing that comes to mind is probably “Disgusting!”, because my food presentation skills are not what they ought to be. (Believe it or not, the apple pie depicted has not been eaten.) But how you assess my efforts must depend on what exactly you’re looking for. (I realise this is kind of obvious, but please bear with me.)
One of the most irritating things about children – but also one of the most endearing – is their tendency to ask lots of follow-up questions. They are never fully satisfied with the answer to their original question: each answer leads to a further enquiry. I think that ICT leaders can learn much from children in this respect.
There are two areas in which this sort of dogged persistence can pay off.
And “21st century learning and teaching” has, arguably, made matters worse.
Do we need gimmicks, new-fangled techniques to keep kids engaged in lessons?