Myths of Assessment
Five Myths of Assessment - Removing barriers to focus on assessment principles
Since the removal of levels, schools have been grappling with how to set up effective practices and systems which reflect current expectations. The clear advice from the Commission is to start from principles.
It is sometimes hard for teachers to focus on their assessment principles when they are hearing messages which seem to conflict with this advice.
In this paper we address five of the most commonly heard 'myths' and explain why they should not be diverting schools from their focus on building from principles.
Myth 1: Assessment of every statement within the programmes of study is expected
Myth 2: Tests provide all the necessary assessment information and need to be used at the end of every teaching sequence or at the end of every half term
Myth 3: A tracking system underpins good assessment processes
Myth 4: Individual children's books should contain all the evidence of progress and attainment
Myth 5: In maths, children must use formal written methods for calculation