This begs the question, what knowledge do we need students to retain, and therefore at what intervals should we make them retrieve it?
The assessment is therefore a retrieval event. Once we define the knowledge we will usually discover it needs a much greater sample size in order to give us a valid score - I find knowledge tests should therefore be separate from the rest of the assessment.
This was really useful. We teach a thematic humanities curriculum across KS3. It also draws in other disciplines such as science, art and design. Given what you have said about the residue, my instinct is to focus on first and second order concepts . Are the successive layers developing these concepts? Should these threads run through our assessments?
The idea of focusing on the residue rather than the volume of content really clarifies what assessment is actually for in cumulative subjects. It also feels like a useful challenge for departments, have we really agreed on what we want to last, or are we just hoping it does?
This begs the question, what knowledge do we need students to retain, and therefore at what intervals should we make them retrieve it?
The assessment is therefore a retrieval event. Once we define the knowledge we will usually discover it needs a much greater sample size in order to give us a valid score - I find knowledge tests should therefore be separate from the rest of the assessment.
This was really useful. We teach a thematic humanities curriculum across KS3. It also draws in other disciplines such as science, art and design. Given what you have said about the residue, my instinct is to focus on first and second order concepts . Are the successive layers developing these concepts? Should these threads run through our assessments?
The idea of focusing on the residue rather than the volume of content really clarifies what assessment is actually for in cumulative subjects. It also feels like a useful challenge for departments, have we really agreed on what we want to last, or are we just hoping it does?