A very interesting read about the need to move away from Ofsted grades.
Five reasons to ditch Ofsted grades
I reckon that in 50 years time, we will look back at the current Ofsted-grading era as one of the big educational blackspots of history. Serious educationalists and policy makers will laugh in knowing horror … at the extraordinary folly of a defunct inspection regime that involved sending a tiny team of people to schools they’d never been to before for a day or two to evaluate them against a massively long list of criteria and give them an overall one-word judgement. All of this while also projecting a national illusion that these judgements made by different people were fair, accurate, reliable and consistent across time and across the nation. And all of that alongside the delusion that this actually made for an ever-improving education system. Ho ho.
5. Every School Requires Improvement. Finally, isn’t this just the most obvious thing; all schools require improvement. Wouldn’t it just be so much better if we took all the labels off the reports, forced people to read them and left all schools with a record of their areas of strength and areas for development? Sure, we need a category for ‘below the line’ – and a separate process for dealing with urgent safeguarding failures – but even here I would argue that it should be called something that suggested maximum support was on its way, recognising the challenges at work – not the pejorative Jack Boots of ‘inadequate’ that just kicks everyone in the teeth.
TEF boycott fears allayed as elite universities opt in
With the deadline for applications to year two of the teaching excellence framework (TEF) closing at noon on 26 January, concerns remained that some of England’s elite institutions would decide to opt out of the policy because vice-chancellors were doubtful that the financial benefits of inflationary fee increases would outweigh the reputational damage caused by not being rated outstanding.
Not involved with HE matters anymore, sadly, but still like to keep an eye on what’s going on. I can only imagine how much of an admin and data burden this new performance measure framework is. Is it just another example of the search for a simplistic, numerical proxy for quality, I wonder?
EBac: ‘With what authority is it being argued that art, social sciences, D&T, and the rest, are not “stretching”?’
The idea of core academic subjects is an example of lazy thinking. It seems unconnected to the conversations being had in other educationally high-performing countries about what it is to be educated today. In England, we need high-quality options that are broad, rich and deep for all children, not the five restricting pillars that we are being offered.
Should we not be keeping our options — and the options of the students that come through our schools — as open as possible?
Slave to the algorithm
It’s tempting to write this off as an isolated case: a naive headteacher who made an error of judgement. More fool them. But this is far from being an isolated case; it’s actually quite common. I regularly go into schools and get shown tracking systems that are awash with red. Loads of children are apparently below ‘age-related expectations’ and are not making ‘expected progress’. Yet, invariably, the headteacher will claim that ‘this is not a true reflection of the pupils in our school’, and ‘if you were to look in their books you’ll see the progress they’ve really made’, which begs the simple question: What is the value of a system that is at complete odds with reality?
Difficult times for primary schools, as they try to establish a new framework to replace levels. Here’s a video of how terms can be used to measure progress:
Life without Levels: Measuring attainment and progress in the new National Curriculum
How many schools are measuring progress and attainment from September 2014.
Government plan to adopt ODF file format sparks standards debate
“The recommendation of HTML for browser-based editable text and PDF as the default for non-editable documents is uncontroversial, as they can both be read on most computer platforms. However, when it comes to exchanging drafts of documents between government departments, or between government and citizens or suppliers, the choice of an editable file format is proving more controversial.”
As always with these things, it’s best to see what The Register has to say, especially about Microsoft’s hissy fit in response.
Paul Greatrix finds a great piece from the Daily Mail about the current state of higher education.
Firsts and fees, plagiarism and pay hikes (and the rest)
Daily Mail online has a terrific piece which manages to conflate a host of different higher education issues within a single kick ass column. On the back of recent HESA data which shows an increase in the number of students achieving first and upper second class degrees the article moves on to plagiarism, league table corruption, commercialisation (not clear if good or bad), the optionality of HEAR (bad?), an ‘expert’ view of classifications, coercion of external examiners, VC pay increases and fee rises in the context of declining HE funding. Unbelievable? … A veritable smorgasbord of entertaining higher education observations. All in one short piece. Truly the Mail is spoiling us.
Read the rest of his post or go to the Daily Mail article itself, ‘Dumbed-down’ degrees: University standards under fire as 50% more students awarded a first.
Viewing the html source for this page reveals its more hysterical, original title, which I prefer I think:
So we’re not dumbing down? Number of students graduating with first class degrees soars by 45% in just FIVE YEARS | Mail Online