Skip to main content

Don’t drown in data

‘Measure more and more often’ has regrettably become the mantra of our education system, and teachers are now struggling with the workload generated by an over-reliance on data, says school data consultant James Pembroke. Here, he sets out his blueprint for how schools can transform their approach to data – by focusing only on the assessment that really makes a difference, they will ease the burden on their staff

Magazine article image

Broken down, it sounds manageable: across the year, you will assess against 30 objectives for reading, 30 for writing and 30 for maths, with your 30 students assessed just once on each at the end of every half-term, using the descriptors “emerging”, “developing”, “secured”, or “mastered”.

That’s not too much work. That’s nothing compared with what you did in your last school. Easy.

But then you add them up.

That’s 16,200 assessments you are making in just 39 weeks. That’s the equivalent of 415 assessments in each of those weeks. That would amount to 83 assessments every single day. That’s ...

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.

Subscribe now