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