The old 5-14 assessments used to give robust, consistent answers to specific questions. The questions were of the form "what percentage of P7 students have managed to score at least 15 marks in one of a specific set of nationally generated assessment instruments". We thought that the questions were of the form "what percentage of P7 students have passed level D mathematics", but of course that isn't what we were measuring. We were measuring performance in tests. The mistaking of test performance for evidence of "passing a level" was bad, but we were right in thinking that we compared like with like as we looked at performance data from across Scotland.
Now we have abandoned national tests, and have moved towards measuring "passing a level" based on a combination of a rich bundle of assessments and teacher professional judgement. But what does it actually mean to have passed level 3 in numeracy? CfE documentation talks about assessing breadth…
"If A then B" is logically equivalent to "If (Not B) then (Not A)". For example "if a shape has three sides, then it is a triangle" is logically equivalent to "if a shape is not a triangle, then it does not have three sides". The second statement in quotes is called the contrapositive of the first statement in quotes. Logically speaking, they are identical statements. If one is true, the other must be, and vice versa. In this case, they are both true statements.
A commonly touted inspirational message we deliver to young people can be distilled down to "if you do all the things right that are within your power, then your dreams will come true". Consider its contrapositive.
Drawing up class rules collaboratively should be compulsory in every class! #edchatie
— Bríd (@BridCarlow) June 13, 2016
led me to this video
in which Tom Bennett says that teachers should not negotiate classroom rules with students, because they may produce rules which are not sensible. I'm not sure if I agree, but it struck me that I should share what I do.
I start new classes by asking them to imagine it is the last lesson of the year. They are walking out of the door, and I have a wee tear in my eye, because they have been the best class I have ever had, and am really going to miss them. I ask them to tell me what they think they will have to do during the year in order to make that happen.
I am not pretending that they are in control, but having generated the list of behaviours (which has always been pretty good, even with some very challenging classes) I ask them if they think they can live up to this list. They have always said yes to me. I must say I only began…