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  • ASSESSMENT & ACCOUNTABILITY FROM 2016

    This article examines the implications for assessment of the shift to a more knowledge-based curriculum. We are moving to knowledge-based assessment The new curriculum shifts us from a curriculum focused largely on processes and skills to one based on hard-edged knowledge. Where in the past we have prioritised the tracking of the individual progress, the […]


  • THE TROUBLE WITH TICKBOX ASSESSMENT

    An assessment scheme compatible with a knowledge-based curriculum is likely to have at its heart a ticklist.  This is because absolute knowledge requires absolute assessment.  It eschews the old system of ‘best fit’ in favour of reporting whether each objective has or has not been achieved. This approach has an element of simplicity and reliability […]


  • I was the Chief Adviser on School Standards at the DfE between 2006 -2013. I managed accountability, assessment, inspection, school improvement, pedagogy, catch-up programmes, international work and deprivation as well as the core subjects.   Click the ‘ABOUT ME’ tab at the top of the page for more info.


  • OFSTED & THE MORE ABLE

      Almost one third of Ofsted reports make a negative judgement on provision for the more able.  Here’s a summary of issues based on the last 200 primary Ofsted reports:   1. Differentiation in lessons is weak. Not enough evidence has been found that teachers are setting out to extend and challenge their more able pupils. […]