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Home > Reflective Teaching in Secondary Schools > 1. Becoming a reflective professional > 3. Reflection > Reflective Activities > To consider the bases of comparison used in learning and teaching


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To consider the bases of comparison used in learning and teaching

Aim

To consider the bases of comparison used in learning and teaching.

Evidence and reflection

Think of a student in your class or whom you know well. Consider when it would be useful and appropriate to use norm, criterion and ipsative referenced assessment. Now list all the different assessments that the student has experienced, and identify the basis of comparison for each. How closely does what happens match what you thought would be useful and appropriate?

Extension

Be aware of the bases of comparison you are using, and explore possibilities for prioritising forms most supportive of learning.


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