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Butler, Simon (2004) Question: When is a comment not worth the paper it’s written on? Answer: When it’s accompanied by a level, grade or mark! Teaching History (37).
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Abstract
In this article, Simon Butler advances a strong case for ‘comments only’ marking. Good assessment, he argues, is about encouraging students to reflect on their current performance and take responsibility for their own progress. Assigning levels to pupils’ work is often justified in terms of the generation of targets which help to ‘raise standards’. In fact, Butler and others argue that regularly awarding levels may actually hinder student progress. Those who argue that it is the government, ultimately, who sets the ‘levelling’ agenda will notice that Butler draws heavily from the Key Stage 3 Strategy and from the research which inspired much of its assessment materials. In his view, the official line is now moving towards a more sophisticated and developmental approach to assessment which is more likely to create a climate for lifelong learning. Here, he shares the findings of a ‘comments only’ assessment project in local schools and offers a useful strategy that departments can adapt.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Schools and Research Institutes > School of Education and Science |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 16 Dec 2019 11:43 |
| Last Modified: | 14 Nov 2023 15:33 |
| URI: | https://eprints.glos.ac.uk/id/eprint/7781 |
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