Moss covers Assessing Assessment – part two

As previously discussed in the last post, the best way to avoid gaps emerging in student knowledge is to build curriculum incrementally and then assess those incremental stages. This strategy provides you with precise feedback where an issue lies, as there should really be only one thing that could have gone wrong, which can then be addressed before the next part of the curriculum is introduced.

Moss covers Assessing Assessment – part one

Reading and writing are the primary concerns, and while it is difficult to define what success means in both of these aspects, Paul Moss states, students being able to punctuate their writing would be one. He discusses rise of comparative marking and suggests that although using criteria is highly subjective and thus restrictive, English teachers do have a sense of what successful writing and analysis looks like.