K12 Online Conference

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K12 Online is now just about over, but of course all the presentations are still available to view.  There's a great wealth of materials to work through.  I was involved in the selection process for the Classroom 2.0 strand, and am delighted with how it has worked out.  So much to look at, so little time...

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Assessment Through The Looking Glass

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…
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And what if we don't achieve our dreams?

"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.
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The Scottish Curriculum: A Beginner's Guide

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Instead, the Scottish Curriculum for Excellence has a series of statements called the Experiences and Outcomes, which make vague, implicit references to the knowledge we expect young people to acquire, wrapped up in highly general statements about what we expect young people to be able to do, and what we expect them to exper…
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