The problem with grades
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Grades give us comfort and numbers feel concrete. But what if our obsession with quantifying learning is actually getting in the way of understanding it? Today, we're rethinking assessment.
Shane Leaning speaks with Amarbeer Singh Gill and Jennifer Curran from Ambition Institute about assessment in education. The conversation challenges our reliance on grades and numbers, exploring the limitations of traditional assessment methods and offering insights into more meaningful approaches to understanding student learning.
Key Topics Discussed
The difference between attainment and progress, and why they require different assessment approaches
Why grades can be misleading without shared understanding of their meaning
The false sense of security that numerical scores can provide
The importance of ongoing formative assessment in the classroom
Finding the right balance between measuring learning and facilitating it
How school leaders can evaluate and improve their assessment practices
Guest Links
Amarbeer Singh Gill (Singh): @SinghAmarbeerG
Jennifer Curran (Jen): @jennimc_d
Resources
Episode Partners
The University of Warwick's International Programmes | Learn more at warwick.ac.uk
The International Curriculum Association's Global.Learn.Connect Netherlands: Learn more
Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on LinkedIn and Bluesky. My website is shaneleaning.com and email address is shane@shaneleaning.com.
