Making Good Progress

Question 1

When was the National Curriculum for England and Wales announced?

Answer 1

July 1987

Question 2

What distinction does Dweck draw?

Answer 2

Between ‘fixed’ and ‘incremental’ views of intelligence

Question 3

What is wrong with putting a level on a single piece of work?

Answer 3

levels are meant to be summaries of achievement across a Key Stage

Question 4

Most school assessment systems rest upon what fallacy?

Answer 4

“… the best way to monitor progress is to judge how far the student falls short of the level of performance that will be expected at the end of the learning.”

Question 5

“A………. o…………. c……… .”

Dylan Wiliam

Answer 5

Assessments operationalise constructs

make educational aims concrete & tangible

Question 6

Feedback to comedian: ‘be funnier’.

Feedback is…

Answer 6

… accurate but not helpful (Wiliam)

Question 7

How similar might lessons look to the final skill they are trying to instill?

Answer 7

Very different - the individual elements of learning may not resemble the finished product at all.

Question 8

Describe a ‘summative assessment feedback model’

Answer 8

Lots of assessment of finished products / exam questions (not learning steps)

Question 9

Useful non-whole task assessments?

Answer 9

... short answers
... multiple choice
... sequencing tasks
... spelling tests
... narrative descriptions of key events

Question 10

Why is Claxton wrong?

Answer 10

Daisy says he advocates teaching pupils to develop ‘mental muscle groups’ (seems anti-metacognition to me…)

Generic ‘learning’ is not really a skill though???

Question 11

What is the problem with generic ‘learning to learn’?

Answer 11

Learning is highly domain specific

Question 12

Who was the 1940s chess researcher and what did he discover? (Not 70s S&C)

Answer 12

Adriaan de Groot - chess experts can recognize and recall actual chess game placements really well. They CANNOT recall randomly placed boards better than anyone else.

Question 13

Posh word for mental models carried by experts in their heads?

Answer 13

schema

Question 14

To improve our understanding of Shakespearean texts, we don’t need to … but we do need to …?

Answer 14

don’t need to improve the skill of analysis, but do need to improve our knowledge and understanding of those texts (including vocabulary and context)

Question 15

What does K Anders Ericsson advocate?

Answer 15

Varied, deliberate practice over extended periods

Question 16

What does Professor Robert Bjork say about short-term performance…?

Answer 16

Overlearning is valuable.

Short-term performance is often a really poor guide to long-term learning

Question 17

The dominant generic-skill model of instruction is based on the flawed premise that…

Answer 17

… practising the final skill will improve the final skill

Question 18

What is the ‘bottom set SIMPLE feedback’ problem?

Answer 18

Those who lack competence in a particular domain lack the ability to make judgements about their own performance

Question 19

metacognition - the ability to tell the difference between competence and incompetence - is actually a feature of…

Answer 19

… developing competence

Question 20

What is the best way to learn vocabulary?

Answer 20

carefully constructed sentence examples

books are the equivalent of full length football matches to practice heading = REDUNDANCY EFFECT

Question 21

Why is the Dunning-Kruger effect relevant to assessment?

Answer 21

The Dunning-Kruger effect is a type of cognitive bias in which people believe that they are smarter and more capable than they really are. Essentially, low ability people do not possess the skills needed to recognize their own incompetence. The combination of poor self-awareness and low cognitive ability leads them to overestimate their own capabilities.1

The term lends a scientific name and explanation to a problem that many people immediately recognize—that fools are blind to their own foolishness. As Charles Darwin wrote in his book The Descent of Man, “Ignorance more frequently begets confidence than does knowledge.”

The Dunning–Kruger effect is usually measured by comparing self-assessment with objective performance.

The Dunning–Kruger effect is usually explained in terms of meta-cognitive abilities. This approach is based on the idea that poor performers have not yet acquired the ability to distinguish between good and bad performances. They tend to overrate themselves because they do not see the qualitative difference between their performances and the performances of others.

David Dunning 1999 study
Nationality	American
Education	Michigan State University (BA)
Stanford University (PhD)
Occupation	Psychologist, professor
Known for	Dunning-Kruger effect