The sheer pointlessness of “fine grading” with the new GCSEs

From what I can make out, fine grading was essentially doing to GCSE grades the same as “sublevels” did to levels. Instead of inputting a grade, you inputted a grade and a number. Eg. A1 would imply that the pupil was at the top of the A grade range and borderline A*. A2 meant the pupil was in the middle of the A grade range and A3 meant the pupil was at the bottom of the A grade range.

Let’s face it,  the controlled assessment regime leant it self to “fine grading/laser grading” and I could see its value under that system in my subject, where 60% of the GCSE was down to controlled assessments. Basically, you could add up the UMS marks in controlled assessments and work out precisely how many UMS marks a pupil would need to gain in the “final examination” to get a certain grade, thanks to the converter tables published by the examination boards. While the final examination was an unknown, the controlled assessments were under the control of the teacher. Pupils were therefore encouraged to do repeated controlled assessments in order to improve  and “bank” even more UMS points. As a consequence, GCSE predictions could be made with some degree of certainty.

As has been said many times on Twitter, blogs and by the examination boards, the new system does not lend itself to this. To my mind, therefore, a new system is required. In my view, no predictions at all should be made until the spring term of year 11.

“But how do you decide whether a pupil is making sufficient progress?” is the next question. And this is where I become controversial.  For I actually believe that there should be a threshold grade in GCSEs which denotes a “pass”. Grades below that should be a fail. All we can do, until the end of year 11, is look at a piece of work and say “Based on that particular unit of work, has the student demonstrated a sufficient understanding of the knowledge and skills involved in that particular unit?” It is then up to individuals and departments to judge whether they have or have not. A simple yes/no system could be created for tracking purposes.

And here I come to what has always been my issue with Progress 8. I did not see anything wrong with schools focussing intervention on the old “C/D borderline”. Yes,  there were probably others who with intervention could have moved their As to A*s. At the other end, there were others who could have moved their Gs to Es. Schools are now trying to focus intervention all over the place and it does not work. At the end of the day, in the world outside education, attainment rather than progress is what matters. Progress is simply a means to an end. Of course we should praise pupils who strive towards a goal. But progress should not be an end in itself. The world will not stop asking for pass/fail exams however much some in education would like them to.

Imagine sports day. You won the race? You expect a cup? Oh no! After all, you were 2nd last year, so you’ve made less progress than the child who came 2nd this year, but was 4th last year, so they should get the cup! As for you, the fact that you won the race is irrelevant. You need to go away and have some intervention to boost your progress!

Sounds daft, but that is the logic behind the denigration of “attainment” and the celebration of “progress”. At this point someone often says, “Yes, but we shouldn’t set up a school system which creates “losers.” But would it? If I fail my driving test, I can try again next year. This is the rationale behind the idea of “repeating a year” which is used in many European countries.

To summarise, I realise that a lot of people will disagree, but I think we should shift our focus back to “attainment.” The whole nonsense about predictions is the result of a system which has become obsessed with trying to work out forensically a system of measuring progress.

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The astounding diversity in curriculum provision

As a head of department, I am interested in how different schools make provision for my subject, MFL. This is often difficult to discover. While all school websites state the subjects offered, it takes considerable effort to find out just how much curriculum time is offered to each subject. Often it is not stated at all. When it is, a lot of calculation is required. School periods can be anything from 35 minutes to 3 hours. Most schools that I have seen seem to have 50 to 60 minute periods. Some of them run two week timetables. Some run carousel systems for some subjects. Some change the length of lessons according to the year group.

In the event, I took four different schools, three of which had periods of 60 minutes and the other one periods of 50 minutes. All four were state schools. I added up the minutes given to my subject in all four schools from year 7 to year 11. I assumed an academic year of 40 weeks in all cases, which I am aware does not take into account the fact that year 11 finish early. Nevertheless, the results were astounding.

School A had 720 hours of MFL teaching with 2 languages studied in KS3

School B had 580 hours of MFL teaching with 2 languages studied in KS3

School C had 500 hours of MFL teaching with 2 languages studied in KS3

School D had 400 hours of MFL teaching with 1 language studied in KS3

Therefore, over a period of 5 years, a pupil in school A would have some 320 hours more MFL teaching than a pupil in School D. Of course, it might be argued that School D chose to concentrate on just the one language, therefore they would have similar curriculum time to the other schools for that one language. But then look at the gap between School A and School C, where in both schools 2 languages are studied. There are 220 hours more MFL teaching in School A.

As an MFL teacher, I am naturally envious of School A. Yet I am aware that all this provision for MFL must have a cost on other areas of the curriculum. Maybe a history teacher, a technology teacher, a creative arts teacher in School A would be able to do a similar calculation to find the gap is just as wide in the other direction. I suppose I have two questions.

1) is this diversity to be welcomed?

2) Is it fair?

Although I am broadly traditional and I believe in evidence based practice, the liberal in me tends to recoil at the thought of scripted, uniform lessons. I can’t explain it. Maybe I would be won over if I saw it in action. Yet at the moment, I am not convinced. I would feel a twinge of regret if scripted lessons meant the demise of the eccentric, individualistic teacher. And while I use textbooks and generally follow the course book, I would hate having to use some else’s lesson plans all the time. I  believe there should be scope for schools to try new ideas. In addition, if a school has a large cohort of pupils who do not have English as a first language, I can see that it makes sense to account for this in curriculum design, by giving more time to English. If a school has a specialism in a particular subject area, this obviously has to be considered when allocating curriculum time to subjects. So I guess my answer to my first question is, “Some diversity should be welcomed – yes – but this much…probably not.”

Because however you look at it, it cannot be fair that academic outcomes in School A and School D will be judged without any reference to the amount of curriculum time offered. A gap of 320 hours is, I would say, simply too much.

So what is the solution? As I say, I would not like a situation of total uniformity. Yet it does occur to me that parents looking at the subjects offered by a school can easily be deceived, since schools are not obliged to publish the curriculum time given to each subject over a period of years. A number of schools now offer Mandarin Chinese as they believe it will appeal to parents. I remember reading a comment by a pupil on the teaching of Mandarin at his school. “You can’t learn such a difficult language to any decent level if you only have one period a week”.

To conclude therefore, if I were the responsible minister at the DFE, I would introduce a requirement for schools to display on their websites the number of hours given to each subject in each year group. Yes, I know, yet more wretched data! But I come back to the 320 hour gap and I think, “Parents do need to know curriculum time allocations”. Schools should not be able to conceal just how much or how little time is being given to a subject.

Incidentally, I often hear “grammar schools” lumped together as one homogeneous group. In my table, only School D is a comprehensive. Schools A, B and C are grammar schools….

 

 

 

 

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Another chat over the custard creams

One of my most read posts has been A chat over the custard creams – a light hearted piece which I’m told raised a few smiles. I thought I’d do a follow up…..

  • So, Miss Pedagogy. You see the problem?
  • I do, Mrs Head!
  • I’ve managed to talk the governors round to introducing Project Based Learning in the lower school. Not just me, of course. I’m really grateful that Mr Verynaive was elected staff governor and put on the curriculum committee.
  • (Shocked) Mrs. Head! We don’t call it that!
  • Of course! Sorry! The Facilitation of Learning Committee. Chaired by Mr Meanswell.  He attended a fantastic course on the knowledge free school.
  • Really? You mean it was called that?
  • Oh no! It was called  “Forward looking governors in forward looking schools.”! Brilliant, eh?
  • Great, Mrs Head. So what’s the issue?
  • Well, firstly, I’m a little worried that results might drop.
  • That’s easily sorted, Mrs Head. Compulsory after school and holiday  interventions in KS4 to make up for anything they might have missed out on at KS3.
  • Good idea! Secondly, I want to put on the website that our staff are engaged with research.
  • But that’s great, Mrs Head. Don’t worry, I’ll make sure they get given a list of suitable articles. And Mr Verynaive has volunteered to pilot the idea with his class in the summer term. Followed by the student voice survey asking the children how it could be made even more fun! That’ll keep the staff on their toes!
  • Yes that’s great, but what about Mrs Stuckinthemud and Mr Awkward?
  • Coasting teachers who refuse to engage with research!
  • But that’s just it, they do engage with research. They’re on Twitter! They question our ideas!
  • I see the problem, Mrs Head. They’ll read the research we don’t want them to read!
  • Yes. You know, that annoying thing from the EEF. And that paper from Kirschner!
  • It’s all right. we’ll counter it. I’ve got some good research from the 1970s in favour of it.
  • Brilliant. Now then, KS4. The move to introduce APP grids in each subject.
  • Ah yes. Problem is, staff in some subjects say descriptors might not be appropriate for marking essays.
  • What? Never heard such a thing! Everything must be broken down and classified. Everything!
  • Some of them are expressing an interest in this thing called comparative judgement…
  • Damn these modern ideas! I’ve heard of this and it’s terrible! Those poor students! How can anyone write an essay or story without descriptors to tick off?
  • Well I gather a lot of people do and indeed have done so in the past…..
  • But they need to know what to do to improve! How can the poor students do this unless they have criteria to tick off?
  • I believe you show them exemplars Mrs Head. That way, they can see that things that work in one essay are not necessarily appropriate in another – it depends on context.
  • Ridiculous! If the descriptor states “use longer sentences” that’s what they do!  How on earth do you mark them?
  • I gather staff simply take essays and say which one is better. The computer eventually ranks them. You can add some exemplars to the set if you wish. Apparently for essays it works much better than ticking off a list of descriptors…
  • Dreadful! Thank goodness the exam boards are sticking to descriptors then!
  • I agree Mrs Head. But this could change…
  • Oh, Miss Pedagogy! Life was so much easier when teachers didn’t do their own research and just read what we told them to!
  • I know, Mrs Head. Sadly, it’s the world we live in today……
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How I avoided descriptors – assessing against questions rather than criteria

In my subject, MFL, descriptors are everywhere and I’ve always disliked them, for the reasons given by Daisy Christodoulou in “Making Good Progress”. Here are some I descriptors I have come across:

Can write some single words from memory, with plausible spelling

OK – how about this: je    salu   sack   an   gomm   abite   mappell   onz

Can write simple words and several short phrases from memory, with understandable spelling

This maybe? je mapple         dan mon sack       jabite       fermay la port         eel y a   quell nombr

Can write words, phrases and short simple sentences from memory, with understandable spelling

This? je mappel Olivia       jai onz an       eel y a un livres dan sack     mon anniversary cest le 13 may

Yes – you can see “progress” But what is the difference between plausible and understandable? Who decides? And indeed, as a French national said to me, “they are all rubbish anyway.”

However the above examples of descriptors are better than some I have seen. How about “Uses a range of linguistic devices”  (what do we mean by a range and what do we mean by a linguistic device?) Or “Can write longer sentences” (longer than what?)

I rejoiced when levels were abolished. But I was aware of the danger of simply replicating them and wanted to avoid lessons where pupils spent time ticking off vague “can do” statements on APP grids. Language learning is too complex to be defined in a list of descriptors. I became attracted by Shaun Allison’s idea of the Growth and Thresholds model of assessment and looked at ways this could be adapted to MFL.

One thing I decided to do was avoid simply dividing each assessment into the 4 skills of listening, speaking, reading and writing. As far as I am aware, other European countries do not use this rigid classification when teaching English. My summative assessments (which normally take one lesson – an hour in my school) therefore consist of two sections: “Linguistic Competence” (which may comprise reading, listening or writing tasks) and “Grammar and Vocabulary,” which usually encompasses translation to and from the target language or gap filling tasks. Both sections have equal weighting. We use textbooks and conduct assessments at the end of every unit in Year 7 and every two units in years 8 and 9. There is a threshold mark in each section for “Above expectations”, “Meeting expectations” or “Below expectations”. This fits in with the system my school uses to track progress since levels were abolished.

But what about speaking, I hear you ask? Well, the problem with speaking tests is they take up a ridiculous amount of time. Moreover, I remember from teaching in other countries that they managed to get their pupils speaking without hauling them out to the front one by one for conversation, or without whole lessons where teachers went round the class listening to pair work. So I leave a formal speaking test until the end of the year. This of course does not mean that pupils we do not get pupils speaking in lessons – far from it – but it does mean we avoid lessons where the teacher’s time is taken up hearing 32 pupils say not very much.

When assessments are given back, pupils write their own paragraphs saying where they did well and where and why they went wrong. These paragraphs are checked by the teacher. Mostly we just tick them off. If a pupil has not analysed their performance sufficiently, we add our own suggestions.

Challenges?

The first challenge I anticipated was to ensure that the questions we asked in our assessments really did encompass as much as possible of the language covered in that unit of work and also contained both easier and more difficult tasks. Fortunately I have a team of experienced teachers and we were able to do this without too much difficulty.

The second challenge is one we are still working on – where to set the thresholds for each section in each assessment. What is the minimum percentage in each section needed for the thresholds “Above expectations”, “Meeting expectations” and “Below expectations?” We still have  discussions about this.

Will it work long term? Too early to say. I had hoped that GCSEs would move towards the mixed skill approach that is used at A level. Sadly, this was not to be. My current hope is the work being done on Comparative Judgement will spread to MFL GCSE writing tasks. Having marked to rubrics for an exam board, I have become convinced we need a different system for assessing writing tasks. Comparative Judgement is, in my view, the right way to go.

No assessment system is perfect, but the abolition of levels gives us a chance to change things for the better, provided, of course, your SLT is willing to give some autonomy to departments. In that respect, I have been very fortunate. Most other departments in my school use a descriptor based model. As I say, I wanted something different…..

 

 

 

 

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Learning a subject is not exactly the same as building a car – my issue with Assessment for Learning

As a not particularly sporty individual, it took me longer to learn how to play tennis than it did some of the others on the course I attended back in the early 1990s. Time and again, I couldn’t get the serve right. I knew the techniques and was trying to follow them. I asked the coach for guidance and he smiled. “You’ll get there, Fish, you just need more practice”

“But everyone else seems to be getting it” was my response.

“Probably because they’ve done racquet sports before and you haven’t. Just keep at it.”

He was right. I’ll never be a tennis star, but after practising evening after evening, I did eventually “get it”

The reason I am sharing this anecdote is because we are now encouraged to think that improvements in learning can always be thought of in terms of “what they are currently doing wrong” and “next steps.”  At a recent parents evening, I was asked the depressingly common question “So what does she need to do to improve?” In this case it was the student’s translation skills which were letting her down.

The honest answer was “She simply needs more practice and she will be getting that over the next few months” and it was the answer I initially gave. Yet I could see that this did not satisfy the parent. “But where exactly is she falling down – what extra things does she need to do?” was the slightly puzzled response to my first answer. I then mumbled something about identifying different tenses, which was noted down with satisfaction. I had identified something concrete. “More practice” wasn’t really seen as OK.

Yet the student concerned could identify tenses when doing specific grammar exercises on tenses. What she and indeed all the other students needed was practice at identifying tenses in the middle of a prose passage which contained numerous other grammar points. Nor was it just the tenses which needed to be identified, but relative clauses, passives, conditionals, adjective endings, the lot. Nearly all my students could  identify and use these grammar points in specific grammar exercises.  We were now beginning to look at putting all that knowledge together. This does not come immediately. It takes time, which is why I have always done translation with my classes, even when it was completely unfashionable. I have never bought the argument which says if a language teacher practises translation with students, then they are addicted to the “grammar- translation method” and obviously never use the target language or engage in communicative tasks. I have always done both.

I gather Dylan Wiliam’s idea of “Assessment for Learning” took the analogy of Japanese car makers and noted how “quality assurance” took place at all stages and not simply at the end. This was then applied in education. I do not dismiss the importance of students knowing what they need to do to improve, but it does not take into account the need for practice. A carmaker who has inserted a widget the wrong way simply needs their error pointing out. In education, I have no problem with students having their mistakes pointed out – indeed, it is necessary for improvement. Nevertheless, education is not really the same as building a car. Sometimes the answer to the question “What do they need to do to improve?” is simply “More practice, which they will get throughout the course, so they don’t really need to do anything extra”. Yet a whole generation of parents, teachers and pupils are now so conditioned by the idea of trying to analyse exactly what a student is doing wrong, that the idea of simply needing practice has become anathema. Moreover the practice needed will come over a series of lessons – a lot of the time a student does not need to do anything “extra” other than attend lessons regularly, where they will get all the practice they need.

Practice makes perfect. A hackneyed phrase, but it can be forgotten in an education climate of targets, WWW and EBI….

 

 

 

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Scholarship – the appeal of grammar schools

Two definitions of scholarship:

“Profound knowledge of a specific subject gained by extensive reading or study”

“Knowledge and learning – the qualities of a scholar”

While watching the BBC’s The Big Questions #bbctbq on the grammar school debate, I started to reflect on the word “scholarship”, as Sian Griffiths explained her daughter’s delight in being able to be in a group of academically minded people – the fact that she could be proud of her serious-mindedness and not have to try to conceal her interest in academic study. My first thought was that you don’t need grammar schools for that. Up and down the country, schools of all shapes and sizes, grammar, comprehensive, independent are celebrating academic success in assemblies with presentations and awards.

Having been in my current school for some period of time, I occasionally ponder taking up one more post before retiring or leaving teaching. Recently, I have gone on to a number of school websites and looked at the school’s “vision and ethos.” There is often great similarity. Comprehensive, grammar or independent, most schools talk about developing independence, creativity, love of learning, preparing students for a future with jobs that don’t exist, education being more than academic study. Only rarely have I seen the word “knowledge” mentioned. And the word I have yet to come across is “scholarship” (other than in the context of an independent school offering bursaries). Schools may talk about “lifelong learning“, “potential“, “success“, “progress” or proclaim their Ofsted “Good” or “Outstanding” rating. They may also talk about “academic outcomes” or “excellent examination results“. I have yet to come across a school which talks about valuing and developing scholarship.

I myself attended a grammar school and sat through countless assemblies where a prefect would read something supposedly profound while most of us thought about something else. Shakespeare’s sonnets, the Gettysburg address, numerous poems and tales of heroic feats passed me by. On doing my teacher training, I was keen to see that school assemblies didn’t have to be like this. Yet I felt uneasy about the assemblies that I witnessed in the various comprehensive schools I visited. The topics seemed very banal and often the speaker’s main aim seemed just to be entertaining. As a serious child, I would have found it patronizing and more suitable for an infants’ school. “Hands up who pulled a Christmas cracker at Christmas! You did? Well done! Now – what was in it?” “Milky Way for the person who can answer the next question!”  I confess even I succumbed to this style of assembly once when I did an assembly, though I altered it on other occasions. As a serious child, I would have found it patronizing – yes – but did all the children there? I don’t think so. And there’s the rub.

Of course, whatever the format of the assembly, most children are thinking about lots of other things, like whether they’ll get into trouble in maths period 1, the fact that Josh sent a rude text, that they must have a go at the new game etc. Ask any child what the assembly that morning was about and you will usually get a puzzled frown. Yet I now realise that the prefects reading profound texts was actually creating an atmosphere of scholarship. The hall was entered in silence, the readings were heard in silence, notices were given and the hall was exited in silence. The subtle message was that scholarship matters and you are all scholars.

I guess that for a parent with a serious, academic child, who is worried about teachers adopting a perceived matey, patronizing approach and worried that their child might be among children who appreciate that style, a grammar school is very appealing. The comprehensive school may achieve excellent results, but they are worried that their academic son/daughter might not fit in. That the child will feel they have to disguise their interest in scholarship. But yes, this is just a hunch, my guess. Maybe someone will do some serious research among parents as to why they chose to put their children through the 11+.

Ironically, I have yet to find a grammar school website that mentions “scholarship” as something worth valuing…..!!!

 

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A thank you to Y6 primary teachers

“I learnt all my English grammar from studying foreign languages”

This is a statement I have heard on numerous occasions from adults of all ages and it was brought home to me at a recent event for MFL teachers. A Spanish lady said with a sigh, “I would get through so much more Spanish if I wasn’t having to teach them so much English grammar.” I think most of us there understood. Every year I spend two hour long lessons on English tenses with my year 10 class. First we play tennis, then we eat chips, then we go to London. Pupils quick to get the pattern can swim. What? I hear you ask. Well, I use to play, to eat, to go and to swim as my examples and my classes categorize these verbs in different English tenses. The difference between past participles and simple past tenses always generates discussion. Ate or eaten? Swam or swum? And how are they used? All this needs to be done before we look at the equivalent tenses in French or German.

The other day I was introducing my year 7 class to the present tense of regular verbs and thought I’d test them out.” I play and I am playing – anyone tell me how you would classify them? Who remembers from primary school?” The first response I received was “I think the second one’s a present perfect.”

Yes, I know, it was the wrong answer, but I was secretly delighted. In over 20 years I had never come across a pupil who had heard of the term. But I was even more pleased at what followed. There was a murmur among the class (“No that’s wrong!”) and 10 more hands came up. The correct answer was given immediately. “Sir, the first one’s a present simple and the second one is a present progressive.” There were glimmers of recognition among the class. “Well done – all that grammar you learnt in primary will be very useful to you in languages” was my response.

Early days , you might be thinking. But I would say that this year my year 7s have cottoned on very quickly. In translation tasks, if they are tempted to write “ich bin spielen” I tell them “remember -no progressive tenses in German” and immediately they can correct themselves. Previously I had to spend a lot of time explaining the fact that the present simple and the present progressive are two different forms of the same tense and often encountered puzzled frowns.

Actually, it is not always easy for us, as MFL teachers, to use the terms our year 7 pupils will have come across in Year 6. For example, I had to stop myself saying “present continuous” and use the term they were taught at primary (which I always thought was more American!) “present progressive”. And yes, I had never heard of the term “fronted adverbial” before – I used to talk about adverbs or adverbial phrases. But I have long been convinced that one of the main reasons a lot of people say they find MFL difficult is because their knowledge of English grammar is insufficient to get them beyond the transactional language. At this point someone occasionally says, “Well I learnt to speak fluent X without knowing the grammar”. Possibly – but can they read and write and understand that language so fluently? And adapt the language to formal and informal situations? (very important in many languages).I wonder….

Last year, the new grammar test for 11 year olds was repeatedly criticised in social media. I found myself arguing with various teachers and even Michael Rosen, the children’s laureate, at one point. I don’t know whether it will help their English. Maybe not. However, I’m convinced it’s a step in the right direction for MFL. So please, year 6 teachers, don’t feel that what you are teaching is irrelevant and useless. I, for one, am grateful and I believe that if we MFL teachers ensure we are using the same terminology that the children learnt in primary, over time we will begin to reap the benefits in faster MFL acquisition.

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