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We need to move beyond narrow, standardised assessments that limit our notion of ‘success’. This does not provide meaningful feedback that learners can act on.
Assessment has to provide a chance for learners to receive personal feedback about the transferable skills they value and wish to develop. Here are our thoughts, articles and workshops relating to how to move towards a more productive form of assessment.
Why are schools still focusing on memorising limited, out-of-date content, when what our children need to thrive are the skills to explore any content in any context? We need to be honest with ourselves and admit that completing the curriculum successfully and equipping learners with the skills they need to…
Continue readingRote memory is a skill in which computers far outperform any human. In the 21st century we cannot treat our learners as passive receptacles of knowledge, but we must treat them as independent knowledge producers, willing to try, fail and learn.
Continue readingProject-based learning is a buzzword we hear often and too often it is thought of as a free-for-all in which learners are left unguided in an undirected project. However, practising project-based learning properly requires rigour. It requires us to be explicit about the skills we want for our learners and…
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