Pain in the Assessment

Pain in the Assessment

How to lift the marking load AND make assessment more effective.

According to a recent government report on teacher workload, secondary teachers work an average of 55 hours per week, of which a third is dedicated to marking. Secondary teachers reported spending an average of fourteen hours a week marking at home in the evenings and at weekends.

Teachers cited Ofsted among the reasons for their increased workload and yet Ofsted have made it clear that they do not expect to see a particular frequency or quantity of work in pupils’ books and, whilst they recognise that written and oral marking and feedback to pupils are important aspects of assessment, they do not expect to see any specific frequency, type or volume of marking and feedback.

Ofsted say that marking and feedback should cater for different subjects and different age groups of pupils in different ways in order to be effective and efficient in promoting learning.

So what is effective and efficient assessment? What forms of assessment best promote learning? And how can teachers lighten the marking workload, reclaiming their evenings and weekends – whilst still providing valuable information to pupils on how to improve and make progress?

This new course has all the answers.

Full Course Content

The course will help you with:

Marking: how to ensure your marking is management and impactful

Making assessment count: how to use assessment information in your lesson planning and delivery

Transfer: how to ensure a smooth start to Year 7

Transition: how to avoid the Year 8 ‘dip’

Life after levels: how to assess at Key Stage 3

Progression: how to prepare pupils for GCSE

1-9 grades: how to make sense of and apply the new GCSE grading system

Writing rubrics: involving pupils in creating assessment criteria and matching rubrics to tasks

Assessment FOR learning: how to embed formative assessment and feedback

Assessment AS learning: how to use self- and peer-assessment, and learning by teaching, as a means of assessing progress

Questioning as assessment: how to use hinge questions to assess ‘mastery’ and inform teaching plans

Questioning to deepen understanding: how to use dialogic and Socratic questions to deepen pupils’ understanding

What other teachers have said about the course:

I’ve learnt more about pedagogy in the last hour than I did in four full years studying for my BA Ed

Matt Bromley was absolutely fantastic. His approach was energetic and funny at the same time. I have learnt a lot of new things.

I wish we could have heard more!

Excellent – best trainer for INSET I have heard in 11 years of teaching!

I enjoyed Matt’s presentation. He was very inspiring. He really makes sense!!

Very entertaining, informative speech. I liked the way Matt contextualised the talk for us. I found his energetic nature refreshing & inspiring
A very engaging and interactive course which was tailored to our needs

Practical advice that can be immediately put to use… a boost to my confidence
Matt worked his audience so well, building up trust and rapport very quickly. He has great subject knowledge and the pace and structure were spot-on.

This course is running in London in March 2017. More details to follow.