Reading each student’s work each week, at a rate of ten minutes each, took nearly two and a half hours. Thinking of suitable comments, adding them in to the appropriate place in Google Classroom, and updating my spreadsheet markbook took another hour and a half.
Something had to be done.
Read MoreA big question mark, by Terry Freedman
We don’t have very long to wait before the educational AI projects funded by the Department for Education are unveiled, if all goes to plan. But I have some concerns.
Read MoreThis article was originally published some time ago, when there was a previous iteration of the National Computing. However, although the context has changed, many of the issues remain, which is why I've decided to republish. I hope you find it useful. It has been lightly edited to remove dud links)
Read MoreThe perfect evaluation method is an ever-receeding goal. Photo by Terry Freedman
I think evaluations are very odd devices to be honest. Someone once “marked me down” on her evaluation of a one day course I was running on the grounds that the traffic was terrible. I pointed out to her that I wasn’t in charge of local traffic conditions and that she should complain to the council.
Read MoreHere’s a different and more engaging way of testing pupils’ knowledge, skills and understanding. This is an updated version of an article I wrote in 2020. This version includes some ChatGPT-generated additions.
Read MoreMy automated assessment machine
I have serious misgivings about the use of AI to assess students’ work.
Read MoreCrowds and queues, by Terry Freedman
When I saw several hundred people lining up for some sort of job registration recently, I immediately thought of the challenges of assessing pupils’ educational technology capability. A bit of a stretch? Not necessarily.
Trying to be helpful to pupils while assessing their understanding could actually be counter-productive.
Read MoreThe attractive thing about badges is that a school can invent their own categories and achievement levels.
Read MoreRubrics look like an easy way to tackle assessment. But they can be deceptive in that respect, and can cause the unwary to slip up.
Read MoreSpotting the unexpected results of mock exams of scores or even hundreds of students need no longer be a nightmare.
Read MoreDiscussing, by Terry Freedman
Is there anyone in the Department for Education who understands that education is more than issuing edicts?
Read MoreOn This Day, by Terry Freedman
Gosh! I don’t know if there is something special about the date December 6th — like the Ides of March, say — but I seem to have been astonishingly prolific on that date.
Read MoreWho?
I have to say I think it is really insulting to have someone who looks like he has just finished studying for ‘A’ Levels himself telling us why exams are best.
Read MoreThe only thing worse than feeling tired but knowing you have to mark 30 books by tomorrow morning is that feeling of ennui at 5 o-clock on a grim Sunday evening when all you want to do is curl up with a mug of tea and watch a movie, but having those exercise books smirking back at you.
Read MoreIt’s important to be nice — but even more important to be honest. I wrote this article on 10 November 2011, and still think it holds true today.
Read MoreQuestions, by Terry Freedman
A new assessment resource has come to my attention. It shows the keywords and synonyms in the SAMR and Bloom’s Taxonomy models, and apps which enable the teacher to address those areas.
Read MoreWhy bother with theories of assessment? Surely all that matters is whether or not it works?
Read MoreWhat’s wrong with teacher-assessed grades?
Read MoreHere’s a different and more engaging way of testing pupils’ knowledge, skills and understanding.
Read More(c) Terry Freedman All Rights Reserved
