This tag is associated with 2 posts

Threshold Concepts and Troublesome Knowledge

As a part of our work on assessment without levels we have been considering the work of Meyer & Land 2003 and working out how we might be able to incorporate this into our model of teaching, learning and assessment. The video below shows Ray Land, a plenary speaker at Elon University’s 2011 Teaching and … Continue reading

Assessment without levels; our plan

Why is it happening? This video from Tim Oates summarises nicely why we are where we are: Our rationale: We wanted to create a system that allows: Students to follow sequential steps to success. Students and teachers working together to allow students to keep making progression steps throughout their KS3 and KS4 school career. Sufficient challenge … Continue reading