Controlled Assessment Strategies

The Passage of Time

Originally uploaded by ToniVC

How many teachers are spending at least some of their time planning schemes of work, resources and other bits and bobs for the next academic year?

How many of those teachers will sit in 1 hour chunks (or some other arbitrary time period), during which time they start, get stuff done, save and then (whether finished or not) put everything away and start a new task for another hour.

My Y10 computing students have just finished a 20 hour controlled assessment task. 2 or 3 times a week they’ve come into my classroom, logged in, grabbed their controlled assessment booklets and ploughed on with a task. 55 minutes later they get told to stop, save, put it away until the next time – worst case scenario due to their timetable, in 6 days time.

Don’t get me wrong. There are interventions, tips, hints, guidance and all sorts of other things going on – I’m not just leaving them to fend for themselves. What seems ludicrous, though, is that sometimes the students are just building up a head of steam, getting into the zone, getting themselves into the task, when they get the call to save, log off an pack up until next time. That process of getting yourself into the right frame of mind, and into the right headspace to be able to visualise the problems and challenges you’re dealing with, must sap the students’ productivity.

When I have a big job to do, I’ll sit down and do it. It might take me 90 minutes instead of an hour. It might take me 4 or 5 hours. It might take me a few days or even weeks, but it’s very unlikely that I’ll be using pre-defined, 1 hour chunks to get it done. It’s unnatural to do so.

I’m seriously considering booking my students off timetable in order to complete their controlled assessment in larger chunks. Initially I thought about 5 days, Monday to Friday. That would give me time to do some bits that don’t count towards the time and would give the students time to really get themselves into the task.

The downsides? There’s little time to reflect on the problem. A task that is completed over 3 or 4 weeks has time to permeate, and gives the students time to research and reflect. It may be that, with such a number of subjects (plus all that, not inconsiderable stuff going on outside the classroom), most students aren’t really doing this anyway (my homework tracking book would back that up), I’m not sure.

There’s the logistics of covering my timetable for a whole week, as well as the effect on other subjects of losing their students for a week. If every department did that then it might (MIGHT) be chaos. Or, it might work out really well. Certainly the Geography department take students out for 3 days of fieldwork around this time each year. Why not computing students as well?

Another issue is that time to help students identify issues and to spend some time away from controlled assessment working on them. The OCR programming tasks, for example, come in 3 parts – each progressively more difficult. I’ll usually stop and do a week or two of revision on a particular concept before starting each task, to make the students are fully prepared. So maybe I do 1 day for task 1, 1.5 days for task 2 and 2 days for taks 3, spread out over 3 weeks?

The issue raised here also raises the question of whether the model is flawed for the rest of the year. Carousels, where students learn about Subject A for a half term, Subject B for a half term and then Subject C for a half term, with longer lessons (perhaps a half-day at a time) might be more natural and would allow for longer project-based activities to be explored more effectively. But that might be a post for another day.

Has anyone tried the more intensive approach for longer controlled assessment tasks? Any feedback from those who’ve been there would be much appreciated.

Advertisements

2 thoughts on “Controlled Assessment Strategies

  1. pbgarside says:

    At a school I used to work at they had “super learning days” where students from certain subjects would be off time table for a day. The problem being that all subjects needed to have their turn or else some teachers got a little knarked for want of a better word.

    I like the idea myself but I’d say that sometimes students not in the zone might struggle with a full day and actually a bit of “timeout” and reflection between lessons isn’t a bad thing.

  2. Amy Morey says:

    We’re a bit different as we’re Science – therefore a planning hour(ish), a practical hour(ish) and an analysing/evaluating hour(ish). We tried doing it in lessons over a week, but have found the same problem as you – the ‘getting into it’ time. So recently we’ve done exactly as you suggested. We have a week of lessons preparing them for it, and then spend a whole day off timetable with all the pupils getting it down. We discovered that it worked best if they had the first planning hour in full exam conditions in the exam hall, then coming down to the Science labs to complete the rest. (We did trial going back to the exam hall to do the analyse/evaluate, but found it more settling to stay in the labs, and also allowed the flexibility with time.)
    It does impact the school to have them all off timetable, and us too – but as English do it too, it’s just accepted.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s