The analogy of whether weighing a pig makes it fatter seems to refer to the debate over whether assessment is an effective way of raising standards. This introduces the dichotomy of whether summative or formative assessment is the most useful tool for raising standards.
There may also be variables which impact on the success of assessment procedures: one of the central factors may be the role of the subject leader in assessment policies, although the ethos of the school and socio-demographic factors of the area it is situated in may also be influential. ‘Weighing the pig’ seems to be polysemous in that there are multiple ways of raising standards, some of which do not use any kind of assessment. This essay will examine the above factors and attempt to come to a tentative conclusion about the best way to raise standards.
This paper is supported by a wealth of contemporary educational literature and theories, as well as considering a psychological perspective. It is also informed by a number of appendices collected through the author's personal teaching practice and research.
Table of Contents
1. Introduction
2. Assessment Dichotomy
3. Leadership and Accountability
4. School Ethos and Moral Aspects
5. Gifted and Talented Identification
6. Constructive Feedback and Parental Involvement
7. Collaborative Approaches and Peer-Mediated Instruction
8. Acceleration and Curriculum Design
9. Teacher Knowledge and Professional Development
10. Self-Assessment and Reflection
11. Low-Attaining Pupils and Provision
12. Socio-Economic Factors and Student Aspirations
13. Emotional Intelligence and Mastery Goals
14. Metacognition and Reflective Practice
15. Conclusion
Objectives and Topics
This essay explores the debate regarding whether assessment is an effective tool for raising educational standards, examining the interplay between summative and formative assessment strategies. It critically analyses how school leadership, teacher expertise, school ethos, and pupil well-being collectively influence academic attainment, while considering the unique needs of gifted and talented learners versus low-attaining pupils within diverse socio-economic contexts.
- The dichotomy between summative and formative assessment models.
- The influence of school leadership and the role of subject heads.
- Identification and provision strategies for gifted, talented, and low-attaining pupils.
- The impact of school ethos, socio-economic factors, and pupil well-being on attainment.
- The role of reflective practice, metacognition, and cross-curricular teaching in raising standards.
Excerpt from the Book
The role of the subject leader in assessment policies
Ofsted (2012 a) promotes the notion of schools being reflective and critical of their own practice and advocates using the results of their inspections as a strategy to do this. The summative grade they receive from the inspection could be used to make a formative assessment of their progress. Ofsted (2012 b) highlights performance management of teachers and a heavy accountability in terms of pupils’ attainment as being the main factors involved in making such an assessment. However, OECD (2005) identifies that teachers experience a lot of stress and that retention rates in the profession are decreasing. Such a focus on teacher performance may have a negative impact on teacher morale and attainment. A strategy to overcome this could be strong and decisive leadership. DCSF (2008 a) emphasises the role of the Head of Department (HOD) in establishing good working relationships with staff and having the responsibility of monitoring the success of teaching and learning. Nevertheless, Ofsted (2012 a) articulates the value of the subject leader having the necessary rigour and subject expertise to undertake such tasks. An absence of this knowledge could result in more subtle subject-specific improvements being overlooked (Ofsted, 2012 a). Arguably, it is the HOD’s responsibility to foster effective working relationships with staff as part of their job specification (House of Commons, 2012). It seems a balance of good working relationships and effective monitoring from senior staff is crucial to raising standards.
Summary of Chapters
1. Introduction: Introduces the debate on assessment as a tool for raising standards, establishing the core tension between summative and formative methods.
2. Assessment Dichotomy: Explores the conceptual differences between summative testing and formative development, proposing a balanced approach.
3. Leadership and Accountability: Examines the role of senior management and department heads in monitoring standards and managing teacher performance.
4. School Ethos and Moral Aspects: Discusses the importance of moral and altruistic elements in education and their impact on productivity.
5. Gifted and Talented Identification: Details strategies for identifying high-achieving pupils using data such as CATs and SATS.
6. Constructive Feedback and Parental Involvement: Evaluates the efficacy of personalised feedback and the integration of parents into the learning process.
7. Collaborative Approaches and Peer-Mediated Instruction: Explores peer-teaching and collaborative methods to enhance student learning, specifically in STEM subjects.
8. Acceleration and Curriculum Design: Critiques early entry to exams and discusses the move towards more linear curriculum structures.
9. Teacher Knowledge and Professional Development: Analyzes the link between subject-specific expertise and effective teaching delivery.
10. Self-Assessment and Reflection: Highlights how reflective practices and module tests foster student-led improvement.
11. Low-Attaining Pupils and Provision: Discusses diagnostic assessment and interventions for students struggling with attainment.
12. Socio-Economic Factors and Student Aspirations: Examines how community environment and family background influence academic goals.
13. Emotional Intelligence and Mastery Goals: Considers the importance of student mindset and goal setting over raw test results.
14. Metacognition and Reflective Practice: Investigates the benefits of higher-order thinking skills and potential barriers to their implementation.
15. Conclusion: Synthesizes the findings, concluding that a holistic, managed interaction of all assessment methods is most effective for raising standards.
Keywords
Assessment, Formative, Summative, Educational Standards, School Leadership, Teacher Expertise, Gifted and Talented, Pupil Attainment, Socio-Economic Factors, Reflection, Metacognition, Curriculum Design, Well-being, Pedagogy, School Ethos.
Frequently Asked Questions
What is the central focus of this work?
The essay investigates the debate over whether assessment is an effective method for raising educational standards, specifically analyzing the interplay between different assessment tools.
What are the primary themes discussed?
Key themes include the balance between summative and formative assessment, the role of leadership, teacher subject knowledge, pupil well-being, and the impact of socio-economic factors on achievement.
What is the main objective of the author?
The primary goal is to examine various factors influencing student performance and to reach a conclusion regarding the best, most holistic way to raise educational standards.
Which scientific methods are analyzed?
The author analyzes a range of methods, including formative and summative assessments, peer-mediated instruction, flipped learning, and reflective practices like metacognition.
What does the main body cover?
The main body evaluates assessment strategies for different learner groups, discusses the importance of leadership and teacher expertise, and explores the role of emotional intelligence and school environment in student success.
Which keywords characterize this work?
Assessment, formative/summative, leadership, pupil attainment, school ethos, pedagogical knowledge, and reflective practice are the defining terms.
How does the author view the 'weighing a pig' analogy?
The author uses this as a metaphor to suggest that simply measuring student progress (weighing) does not automatically improve their performance (making them fatter) without careful management and instruction.
What is the role of the Head of Department (HOD) in this context?
The HOD is identified as crucial for bridging the gap between senior leadership monitoring and daily teacher-led formative assessment, ensuring a balance between rigorous standards and positive working relationships.
Why is the socio-economic context important for assessment?
The author notes that achievement levels are often influenced by the community environment and family aspirations, meaning that "ability" may be uniform, but "achievement" varies based on external support networks.
- Citation du texte
- Teaching Sam Curran (Auteur), 2014, Is Summative or Formative Assessment the best method of assessing pupils?, Munich, GRIN Verlag, https://www.grin.com/document/419008
