An English Teacher's Toolbox

An English teacher at a Secondary School in the UK. * Sharing and questioning the day job. * I teach KS3/4/5.
* Looking for inspiration and motivation, to share with others. * Looking to constantly improve and grow. * On Twitter at @MissBex_M *
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Posts tagged "Assessment"

Something I’ve created:

I have been making and using these for the last few years, for all KS3 assessments. Simply use APP levels and language, linked to the standards in the NC and make it all a little more pupil friendly. Then, staff highlight the area that best-fits the individual student’s work.

Your gaps = pupil targets (and things to address in reflection and your teaching).

This is

I just ordered a customised reward stamper! YAY!

It’s from The Sticker Factory and It’s an owl and above it: ‘Miss M****** says’

then below: ‘Well done!’


A fascinating article. Here are three of the ten:

  1. Critical Thinking: The best assignments cannot be copied. This might include asking students to develop an argument and defend it individually or having students develop their own math problems or their own processes for solving shared math problems. 
  2. Move Toward Mastery: Help students see that the goal is not completion, but mastery. Get rid of averages and zeroes. Students need to understand that cheating prevents teachers from providing necessary intervention and plan for future learning. 
  3. Monitor Frequently Engage with Students Often: If a student turns in a plagiarized essay, chances are the teacher wasn’t part of the pre-planning, writing and editing process. Teachers need to monitor students often and provide instant feedback so that incompletion doesn’t snowball into an opportunity to cheat.

(via world-shaker-deactivated2013092)

It has been a long journey to success from special measures for one Birmingham school. How has it done it, and can others do the same?

There is a palpable excitement at Park View business and enterprise school. The school’s new Ofsted report has just been published and so it’s official – the inner-city Birmingham secondary is the first “outstanding” school of 2012 and the first to receive the inspectors’ highest accolade under its new inspection framework. The previous 27 judgments have been cut down to just four main key areas – achievement, quality of teaching, behaviour and safety, and leadership and management - to simplify the process and make it easier for schools to keep track of progress.

Read the full article here.

The author proposing this idea points out how rubrics have expedited the grading process for many faculty and also clarified expectations for students, but when the paper is returned, the student gets the rubric with a check next to quality level attained and maybe a few brief remarks squeezed into a small space provided for comments. What this assumes is that students will look at their paper and see why it merited that particular quality rating.



Every year, after the test, I do this prompt. I tell kids that they can’t describe the test questions themselves (not allowed by law). But that’s really a non-issue. They feel crushed and dehumanized and I’m always inches away from quitting after the week-long testing marathon. 

I would love to publish some of their writing or have them submit them to the Letter of editor page… even as autonomous….


What a fascinating article. It not only talks about learning but also how our behavior towards education is developed. The feedback from our teachers and parents are crucial to our perspective of our own learning ability.

It would be interesting to see if and how those perspectives change as we get older and how that affects lives. I know mine has shifted back and forth slightly. I think the way people perceive creativity is similar. It can be blocked by our own perspectives.

The research from this study could totally be applied to UX. When a user does something wrong and gets an error, they should be encouraged to try again so frustration doesn’t set in.