Tag Archive | GCSE

Why Authentic Assessment Matters: Assessing Speaking and Listening


Does public speaking matter?

What do the Houses of Parliament, the Oxford Union, big business board rooms, assembly halls and court chambers have in common? They are the seats of power for people who lead our nation, the great…and the not-so-great and good. What other common factor is at work in such settings? Each respective setting requires expert speaking and listening skills. Indeed, power in society equates with the power of knowledge and to speak and to listen in such social settings. We must empower every student with the tools to speak in such settings if we seek real social mobility. Now, my argument is that when Gove suggests that we should move towards an ‘all eggs in one basket‘ summative exam, we should reject that proposition. We should instead look to a richer, much more varied assessment model that has speaking and listening rooted at its core.

“We value what we measure, rather than measuring what we value” is a common refrain in education. Michael Gove has recently declared that if we are to return to an education system of rigour we must have a fitting assessment model. Now, few professionals could argue with this ambition for rigour, but Gove has indicated that high standards will only be upheld by the narrowest of assessments – an ‘all eggs in one basket’ summative exam approach. Such a narrow model (although it does signal the positive jettisoning of endless resits and time-consuming controlled assessments) fails to prepare our students of today for a complex tomorrow. One shift we must make is to place challenging oral assessments at the heart of our curriculum model, across curriculum subjects, if we are to move towards a curriculum fit for the twenty first century. We need to show we value those key skills for success: speaking and listening skills. They should be rooted in our daily practice – not be seen as burdensome or extraneous high-stakes assessments.

I can remember with vivid immediacy my experience of speaking and listening presentations in my English lessons. Notably, I remember no such challenge outside of English, except a couple of Spanish orals, which were rather less than memorable. I loved many of my English lessons, as you would likely expect, but the prospect of presenting to my peers filled me with dread. At KS3 I gave a dire talk on earthworms; at KS4 I lowered the bar still further with a bleak explanation of cancer. Each time I had to present to the group my fear was nearly insurmountable, resulting in my feigning illness on more than one occasion. Now I am confident speaking to a hall of over one hundred fellow professionals. How has this transformation occurred? Repeated deliberate practice. Was it solely down to those assessments – of course not – but they made a difference. I was made to undertake that challenge, whereas if the assessment was not an external requirement I may not have had to complete such a task. If those assessments didn’t exist on a more formal basis would we have undertaken them given factors like student recalcitrance or merely absence? Ultimately, one lingering impact of those tentative presentations and group discussions is that am able to become successful at my job and so much more.

Oracy has always been the poor sibling to reading and writing and once more we are failing to exploit a realigned curriculum to raise the status of speaking and listening. Despite its lowly status, educationalists across the globe recognise its primacy in the very act of learning. Even a rudimentary understanding of child language acquisition will spell out that oracy is the very foundation for successful reading and writing. I know, for example, that my young daughter’s oral proficiency will correlate strongly with her future ability to read and write successfully. Indeed, reading itself is a form of listening – described here by E. D. Hirsch:

“Reading—even skimming—is indeed accompanied by “subvocalization.” Although some teachers use this term to refer to children whispering to themselves as they make the transition from reading out loud to silent reading, researchers use this term to refer to the internal voice we all hear while we read silently. We use an inner voice and an inner ear. Reading IS listening.”

To say that listening complements reading also highlights its crucial role in the writing process. ‘Subvocalization’ is also inherent in the writing process, so much so that we commonly use the phrase ‘the writer’s voice’ without a second thought. You are likely voicing this blog this very moment! Extended talk and oral rehearsal can aid the writing process as much as it can prepare for a speaking performance. Put simply, speaking and listening are integral to reading and writing. If we foreground the assessment of speaking and listening, we enrich reading and writing.

I teach English and we have three speaking and listening assessments at GCSE for English Language (none for English Literature) which accounts for 20% of the overall grade for English Language – not far off from an appropriate percentage for how I see speaking listening could being assessed in all subjects. Of course, Modern Foreign Languages has oral assessment at the heart of its curriculum, but in my opinion, there is a paucity of high quality oral assessments inter-connected across our curriculum (which would bolster the learning of foreign languages, a particular need for British students). To use an aural metaphor, we need each teacher in the school to be a player in a orchestra, each contributing to the music that is speaking and listening skills. We fail to exploit the many rich opportunities for rigorous assessment in the form of debate and individual presentations. We expect students to undertake university interviews, to give seminar presentations, to perform a ‘viva voce’ in further education – not even getting starting on the world of work; yet we only tinker at the margins with preparatory assessments that would further nudge teachers and schools to raise the standards of speaking and listening assessment. The opportunities are legion, but too often forsaken.

An approach to public speaking could be rigorous and systematic – a balancing point to end of course exams. We can record assessments with ease and relatively cheaply – it is already a requirement for parts of the iGCSE and the International Baccalaureate. This may create somewhat of a burden, but that does add greater rigour and consistency to the process – a price well worth paying. We can also balance internal and external assessment judgements too to add greater consistency. One interesting comparison between AQA GCSE English and the International Baccalaureate, for example, is that with the IB all written coursework is assessed externally and half of the speaking and listening is assessed externally too. It would cost exam boards some money, but it would be roundly welcomed by teachers and it would take away accusations of ‘cheating’ or grade creep levelled at teachers.

A rather unhidden truth is that our assessment models are largely dictated by the exam boards, of which we pay handsome sums of money for the privilege of the undertaking. I am not shocked when a company driven by a profit motive selects an assessment model which prioritises cost over quality. When I consider controlled assessments: the bastard child of coursework and examinations, the reality is that exam boards have a vested interest in an assessment model that are cheap, easily digitalised, easily replicable and mass produced tasks. Reductive written exams are the epitome of an easily outsourced and replicable model – but such exams alone do not provide a rich, holistic model of accurate assessment. Speaking and listening assessments, rigorously assessed, ideally with a balance of internal and external judgements, but at the very least recorded for standardising purposes, cost time and money. But we must ask, what is the best education worth? According to official accounts released by Companies House, Edexcel made profits of more than £60 million in 2010 – compared with just more than £10 million in 2004. AQA and OCR are actually charities, with a mission to “do good in education” – a better, more comprehensive assessment model would go some way to doing that ‘good‘. We must lobby fiercely for a system of assessment fit for the future.

If we truly measure what we value, rather than value what we measure, and we want to leverage as much social mobility as is possible in a system distorted by social inequality, then we must broaden our assessment model. We must encompass speaking and listening skills, with as many opportunities for public speaking as possible, into our assessment model if we want to develop students who can thrive and succeed.


The Three Rs and Aiming for Outstanding


This last week I had the pleasure to read some excellent blogs on outstanding practice. It was fascinating to see what fellow practitioners think about great teaching, with exemplary practice outlined in a very helpful way. In this post by David Didau here there is a hugely useful model of what a great lesson looks like. In this post by Tom Sherrington here there is a breakdown about the qualities of great teaching more generally: with a particular focus upon ‘rigour’ (reclaiming it from Govean parody!). I was interested in the overlap and interplay between those two posts. I happened to be teaching ‘Of Mice and Men’ with my Year 10 group at the moment, like David, and I too was being observed. What I wanted to do was not aim to exhibit a ‘showpiece’ one-off lesson (although these can be rattled out the bag by many experienced practitioners to mask a dull daily reality). I was intent on representing the real routines my group exemplify in any given lesson – to display the rigour articulated by Tom Sherrington, combined (hopefully!) with some of the outstanding strategies employed by David Didau.

Although we all feel pressure to perform when observed, we must aim for consistency in our practice before a pursuit of an outstanding lesson judgement, and we must trust in ourselves that this consistency will be rewarded. I have heard from a few wise leaders who have said that if every lesson saw our students display good progress then we would cumulatively see good to outstanding progress in student attainment. Of course, there are a host of important contextual factors to consider, but on a simple level, sticking to the ‘three Rs‘ of relentless and rigorous routines would see students flourish. I do not think it is having low standards to be happy with a consistent sequence of very good lessons, rather than haul ourselves over the coals in an obsessive pursuit of outstanding; it is effective pragmatism and a realisation that rapid progress does not happen every lesson. I have found that some cast iron ‘outstanding’ plans just don’t spark on the day, whilst seemingly simple lessons can smash through the ceiling of mediocrity and see students reach new heights. We must then reflect with care, but without despondency if the lesson doesn’t turn out exactly as we planned or wanted. What is crucial is that we learn from the experience of the lessons that didn’t go well and then tweak our pedagogy to improve still further.

With this in mind I tried to aim for a great sequence of lessons, where hopefully the observation lesson would show an accumulation of skills, rather than a one off showpiece. The following sequence of lessons outlines the planning for most of the week, with the lesson plans for before and after the observation lesson being just as crucial:

Monday’s lesson

Key question: How does the theme of power link to the theme of loneliness?
Starter: Who would make the better American president? See PPT. Student feedback: ‘Pose-pause-pounce-bounce’.
– In pairs, create a ‘power map’ using the ‘Character Cards’ resource. The pairing then needs to select three of the characters who have distinctive power relations. – They should co-construct a top grade paragraph that answers the key question. This should be done with students writing alternate sentences (with each partner orally critiquing the sentence of one another) and it should be completed on paper (for the gallery critique).
– Any questions should be posted on the ‘Question wall’.
– Recap the four steps of effective evidence analysis – their group target.
– Recap their proof reading target – each pairing is given two minutes DIRT time on their paragraph (Dedicated Improvement and Reflection Time).
– Complete a gallery critique. Remind students about the criteria for their feedback and how many paragraphs they should read ideally. The critique notes will be made on a post it note – using the ABC feedback model (Agree with; Build Upon and Challenge). Conduct oral feedback.

Tuesday’s Lesson (Observation lesson)

Key question: How is the theme of friendship presented in relation to the theme of loneliness?Obscure the two themes from the KQ and probe some ideas.
Starter: Who would you most like to sit next to in class? See PPT. ‘Think-pair-share’ responses using the ABC feedback model.
– Revisit the key question and elicit oral feedback using the ‘Pose-pause-bounce-pounce’ model.
– ‘Just a minute’ recap of last lesson from selected student – link to current KQ (articulate end goal of controlled assessment essay).
– In pairs, use character cards to create a friendship map (this is intentionally an open concept). Ask observer to select a map that is interesting. Get that pairing to rearrange the characters on the PPT slide – (See PPT) – whilst orally articulating their ‘map’. Get other pairings to conduct ABC feedback.
In pairs, write a model paragraph that answers the key question (akin to last lesson). Remind students that they need to write alternate sentences. Show a model PEEL high grade paragraph response – see PPT – with ‘four steps to a successful explanation’ model – see images slide on PPT. Question students about why the paragraph is so successful.
– Have two minutes DIRT time (use highlighters).
– Conduct a gallery critique (teacher model first oral response).

Thursday’s Lesson

Key question: How does social prejudice exacerbate loneliness?
– A student is made the ‘Secret Teacher‘ to privately note the best oral responses.
– Individuals note a list of the prejudices present in the novella. In groups, discuss those prejudices. Conduct ABC feedback
– ‘Prejudice Continuum’: the students have to individually select where they think each prejudice resides on the line, from ‘Most individually damaging’ to ‘least individually damaging’. Teacher orchestrates feedback and the ‘Secret teacher‘ orders the answers along the continuum.
– Individual writing of a top grade paragraph addressing the key question. Show two model examples from last lesson and unpick and reiterate key points. Use the question wall for any student questions, with post it notes, and allow a one minute question session midway through their writing. Otherwise, work in silence.
– Have two minutes DIRT time for their writing – with peer proof reading, then individual proof reading. Conduct oral feedback. Select students to read their paragraph, with another student having to give constructive feedback based on our writing targets from the previous week (a four step model to explain evidence).
– The ‘Secret teacher‘ gives feedback on their observations.

(There was a fourth lesson in the week but I wanted to keep the post to a reasonable size!)

Useful resources referred to in lesson plans:

PPT: OM&M PPT Creative Questions<

Of Mice and Men 'Character Cards': OM&M Character cards

Review of the week and the ‘Three Rs’

What I hope is evident is that much of the pedagogy in the lesson plans above is repeated to develop and deepen the habits required to produce great learning. Consistency, good habits and routine are king. The first two lessons of the week, in particular, clearly mirror one another to develop the required writing skills. Repetition is often frowned upon in education, with the misguided notion we should be endlessly creative and different to maintain the interest of students. Students derive comfort and increasing expertise through incrementally increasing the level of challenge through the repetition of the most effective teaching and learning strategies, not from an endless array of activities.

The reality of the lessons outlined above is that I also learnt a great deal about where they stumbled on Monday, when student progress that was definitely not outstanding, to actually inform my planning for Tuesday. For example, they failed to analyse the quotations as successfully as I would have liked on Monday, which was rather unexpected, so I added in an A grade model on Tuesday and spent more time modelling the paragraph structure to enhance their quality of analysis in the subsequent lesson. Not every lesson sees rapid progress – to think this is the case is to have a fundamental misunderstanding of human nature…never mind hormonal teenagers! By working at the core habits relentlessly; however, I was able to make ‘marginal gains’ lesson upon lesson – only nuanced, slight improvements, but essential differences (this recognition often becomes easier with experience). Good became better.

Another clear factor about my pedagogy I hope is in evidence is my focus upon questioning see here and oral feedback see here. I couldn’t write those blog posts without practising what I preach! What is clear is that OFSTED are interested in progress– (it is the latest buzz word careering around schools). Some people are therefore quick to mystify this term, complicating what can be the best, and sometimes the most traditional, of teaching and learning strategies: simply asking great questions and eliciting thoughtful, intelligent feedback. When I hear we people explaining ‘mini-plenaries’ every fifteen minutes, or have our students spinning plates in different ‘learning stations’, with no real deep understanding or knowledge, just for when the OFSTED inspectors are in the room, I despair. Stop the showpiece; don’t invite the circus to town – just follow habits of excellent routine pedagogy!

If we develop real rigour in our habits then it will be obvious that students are learning and making good, or sometimes even rapid, progress: clearly in their attitude and demeanour; in the quality of their questions and feedback; in their written work and in their books or folders. Each one of my lessons above allocated time to make improvements (DIRT). It is trained behaviour, that may appear uninspired or lacking the necessary rapidity, but the rigour of proof reading may well be the two most important minutes of those lessons. Any observer should note that rapid progress is often the product of slow reflection! Not only that, it is this regular habit which may well transfer to becoming more settled habits for students when writing at any time in any subject – the learning trumps the chase for a great observation once more. It is a rigorous routine of real note (thank you Jackie Breere for the inspiration for DIRT) – whether a lesson is graded outstanding or not, students will reap the rewards of such sound learning.

When I speak to many colleagues they simply want to be shown what an outstanding lesson is, what it looks like, and how they can replicate it. This is problematic: as outstanding looks, sounds and feels different in different subjects. That being said, some definitive patterns of learning arise in great lessons. For me, those are seeing students highly engaged in responding to challenging questions, posed by a teacher with the highest of standards; it is feedback being artfully weaved around the group, lifting understanding; it is students reflecting with due care attention to their thinking and their work; and it is the palpable sense of motivation and commitment to the task at hand. These patterns are honed by routine, not derived from any off the peg lesson plan or formula for success.

Postscript: I am thankful to David Didau, Jackie Breere and David Docherty for their ideas that have informed my lesson plans outlined in this post.

Moving Beyond the EBacc – A Curriculum Fit for the 21st Century

Caption: “I sat Gove’s EBacc and look where it got me!”

I am not necessarily angry at the demise of the GCSE; however, I am annoyed that Gove appears to be spurning his undeserved privilege to create a truly world class qualification in the place of GCSEs that can make us all proud. Gove’s EBacc isn’t finalised by any means – but surely the misguided proposal of a sole final three hour exam for a national English qualification could not possibly be the totality of any qualification to ready students for a complex and rapidly changing modern world. Expecting a qualification with a concluding three hour examination as its only method of assessment to ready students for their diverse and highly technological future is like asking a giraffe to climb a tree to ready it for survival on the barren plains of the Serengeti! Gove appears to avidly ignore a wealth of educational evidence, and the myopic prejudices of Gove and Gibb look set to squander any hope of a modern qualification for English, the Humanities and beyond, that is truly fit for purpose.

There are a range of examinations, both nationally and internationally, to draw upon to create the best qualifications for our 11-16 year olds that is fit to prepare them for their complex future. Gove appears to eschew such research, evidence and expertise, and he appears to stubbornly rely upon his conservative prejudices – he may praise certain qualifications, but he refuses to learn lessons from them. So what current options do we have for which to build an ideals set of qualifications? We have the GCSEs (labelled as wholly discredited, mostly by people whose knowledge is slim and their prejudice fat); the iGCSE (a favoured preserve of Private schools); the International Baccalaureate – at both Middle Years and Diploma (praised repeatedly by Gove), as well as a host of internationally renowned qualifications. I would ask a series of questions about how our assessment for this curriculum stage, and our curriculum more broadly, would be composed to best suit the skills and knowledge required for the future:

Where is the place for Project Based Learning?

The PISA report, one of Gove’s sacred tracts, revealed how assessment models that embed project based learning are the way forward for successful assessment models. I have quoted this in my diatribe against Gove’s Ebacc before (https://huntingenglish.wordpress.com/2012/09/16/an-angry-response-to-gove-levels/), but it bears repeating. PISA found in the ‘framework for assessment’ aspect of the report that:

” “problem-solving competency” can be developed through “progressive teaching methods, like problem-based learning, inquiry-based learning” and project work. “The Pisa 2012 computer-based assessment of problem-solving aims to examine how students are prepared to meet unknown future challenges for which direct teaching of today’s knowledge is not sufficient,””

This approach is not a new phenomenon, but it is a manner of assessment that is rich in a diverse manner of skills: from independent research; to reading a complex range of sources (from the Internet to ancient literature) and synthesising ideas in a logical structure; to extended writing with a real purpose and a real audience; to a final oral presentation which is ‘testing’ in the most rigorous and rewarding manner. In IB schools, 11-16 year olds already undertake such projects, like in the Southbank international school in London: http://www.southbank.org/personal-project.html. Should we not seek out the assessment celebrated by the very international body Gove so clearly heralds?

Where is the place for Speaking and Listening?

A three hour exam is all well and good as a simple measuring stick, but our children will need to exist in a social world where they will also need to communicate successfully in a myriad of ways still unimaginable to us now. They need to be highly flexible in their capacity to communicate with different audiences and in different contexts – in a truly globally connected world. The current GCSE model of three oral assessments in English, includes a drama performance, a group discussion and an individual presentation. It is imperfect, but it is wholly appropriate to lending credence to the central place of oral communication in any and every assessment model. Gove could warmly remember his days as President of the Oxford Union if he were to come to a state school like mine (he would dread this I’m sure!) and listen to some highly enlightened current debate. Only this week my Year 11 English group have been arguing about the nature of fame, Warhol’s ‘fifteen minutes’ and the importance of role models in our contemporary world. Yes, a final examination does not exclude the central position of discussion in our pedagogy, yet every student and teacher in the land will be under pressure to teach to the test – keep your dogmatic league tables Mr Gove and you will continue to see teaching through the eye of a narrow test.

In the International Baccalaureate Diploma there is an oral presentation and an oral commentary (recorded for and moderated by the IB) in the A1 English aspect of the course. These form nearly a third of the overall assessment for A1 English for one of the most renowned and rigorous qualifications across the world. The oral commentary is a developed response to literary texts and it is highly challenging. Is such an assessment model not fit and proper for our students? Would it not hone a whole host of skills and inject a much needed diversity into our proposed Ebacc assessment model?

Where is the place for multi-modal writing and technology?

Gove is a self-professed traditionalist, and as an English teacher, I would debate heatedly the importance and relevance of Shakespeare in any modern English curriculum. I may draw the line at Gove’s liking for Dryden, but I have a keen preference for the classical canon. That being said, we live in a rapidly changing world where media literacy and multi-modal texts must be combined with the best of the traditional canon of knowledge. This isn’t pandering to create a curriculum for ‘enjoyment’; the reading of film, a critical analysis of the web and a skilful knowledge of texts that combine all of the above, are crucial skills for a future when the written word will continue to synchronise with technology in ways we cannot fully comprehend.

Once again, project based learning can encourage the use of tools of modern technology in a real and innovative fashion. Seeing students be creative with iPads, smart phones or computers to create films, applications or presentations, truly celebrates a multitude of skills appropriate for the future when technology will surely be integral to learning and living.

Where is the place for extended writing not completed in exam conditions?

Now, let me set the record straight, neither old fashioned coursework, nor the new controlled assessment system is ideal as a mode for assessment. Crucially; however, the role of extended writing produced in a series of drafts, and honed and crafted, is just as valid as any examination approach to extended writing. If the issue is the ‘gaming’ of the system that occurs with coursework, as so famously exposed through examples like the honourable Prince Harry and his Private school art teacher; or the limiting of curriculum time created by the stultifying controlled assessments, then learn from those errors and make the assessment better! Create an independent piece of extended writing that is offered in a portfolio approach, where proposals are recorded, drafts are retained etc. We may even come to recognise the value of crafting writing with research, deep thought and revisions, rather than celebrating the reductive time constraints of the exam model. Again, the IB Diploma has this enshrined in the Extended Essay aspect of the qualification. It allows for an independence of thinking and exploration we would surely seek to foster in all our students – whilst honing a range of skills simply not possible in an exam-only model.

How do we get our students to ask and answer questions that can’t be tested?

The exam-only model is clearly reductive. It is easily measurable, quantifiable and scalable (and sellable to bloated exam boards!) – therefore it is the default model for education systems around the world. Crucially, however, continental systems still manage to embed philosophy and critical thinking at the heart of their curriculum. In the IB Diploma, for example, TOK (Theory of Knowledge) explores knowledge and thinking in rich and diverse ways. Time is found to explore and critique knowledge in a way comprehensively ignored in our national curriculum at 11-16. It is this deep learning and thinking that helps foster citizens who can think flexibly and be able to apply their thinking skills in innovative and creative ways.

Finally, I would ask a broader question: why are independent schools, and their students, given the privilege of choice, when our state schools are hampered by that behemoth that crushes all breadth and richness of curriculum provision – school league tables? I will admit it is my very personal bête noire – but whilst schools are forced to supposedly raise standards in a system which fosters a heightened narrowing of the curriculum to achieve ‘success’, how will we ever see the required diversity of curriculum provision needed for the future of our children? How can a system that actively promotes competition over collaboration, in a survival of the fittest to scramble up the league table to relative safety from the attack dogs of OFSTED, ever work in raising standards for all? With such a pervasive culture of distrust and narrow judgements, how will schools enjoy the freedoms to innovate and enrich? With such crushing judgements awaiting schools, it is no surprise when cheating ensues, when good practice is ditched at the alter of expediency. I am not condoning such corrosive behaviour that impacts negatively upon students, but I understand why it is going on when the conditions for growth and development for state schools are as fruitless as Osbourne’s scorched earth economic policy.

When will we corral the experts in the field of education to create an English qualification fit for purpose in preparing students for a changing world? When will we be led with courage and the foresight to let schools collaborate in local unison to create assessments fitting for our children and their futures? To bastardise a political phrase: we must be the change we seek. We must forge a vision of a future proof curriculum that we can be proud to teach and make Gove and his colleagues stand up and take notice. Parents, teachers, school leaders and unions must unite in this cause. It is crucial to the very future of our nation in a globalised world where economies of scale mean that Britain must create a highly innovative and creative knowledge economy. It begins with education. It begins with an evidence based curriculum fit for purpose. It begins with us.