Deciding what to teach and how to assess it in design & technology (2)

David and Torben for D&T

This post (the second in a series of three) is to consider what might constitute valid and reliable means of assessing the acquisition of knowledge in design & technology. Tim Oates has robustly defended the Expert Panel decision to abandon levels of attainment in this short video clip. I do urge you to watch it. Tim makes the case for teaching pupils to understand enduring ideas as the basis for the decision. He cites this as the approach taken in other countries with higher educational performance than England, countries that do not assess on the basis of levels. In Tim’s view concentrating on levels does far more harm than good, should be abandoned and that it is essential to embed teaching of subjects in the acquisition of knowledge, skill and understanding embodied by those subjects.

His view is that in a system without levels the assessment needs to be…

View original post 1,679 more words

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About Tech-Enabled Educator Network

The Tech-Enabled Educator Network grew out of a desire to showcase the work of innovative educators to preservice students and new teachers. While committed to professional excellence, most educators are humble by nature and reluctant to promote their work, even when it is exemplary. This modesty makes it challenging for new educators to learn from these educational innovators and greatly hampers the diffusion of innovation. Thus, the Tech-Enabled Educator Network seeks to take on the role of promoting the work of tech-enabled educators by featuring their exemplary blog posts, videos, podcasts, and conference presentations.

Posted on May 21, 2014, in Uncategorized. Bookmark the permalink. Leave a comment.

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