Why trusting to the intuition (aka “professional judgement”) of individual teachers is wrong but wromantic*
Having explained in part eight that the failure of criterion referencing was due to poor implementation and not a mistaken ambition, in the next sequence of posts I shall explain why we still need to describe our educational objectives clearly and at a granular level. In this post (part 9 of my series on educational purpose) I shall explain why our current delivery model is failing and will continue to fail so long as we reject the explicit description of educational objectives.
Tim Oates’, Chair of the Expert Panel responsible for the recent review of the National Curriculum, has posted an interesting video about assessing education without levels. I agree with large parts of the video but suggest that in some respects, Oates’ model is unhelpful
I am grateful to Harry Webb (@websofsubstance) for the link to Tim Oates’ recent video explaining the report of the Curriculum Review body, which resulted in the abolition of levels in UK schools.
No-one, either individual or committee, is going to get everything right. The first thought that occurs to me from viewing Oates’ critique of our current assessment regime is “how could people—how could the whole system—get it so wrong last time round?”—and if people got it so wrong last time, how can we be so confident that they will get it right this time round? Those who produce recommendations for politicians to implement need to be very cautious when the harm caused by mistakes at this level can be so great. Even if the drift of those recommendations is substantially correct, everyone involved in such processes should welcome a continuing debate, which is the only way that we will avoid spending the next couple of decades up yet another blind alley.