Today’s topic is Year 11 mock examinations. Matt and Femi discuss:
- Holding 2 or 3 sets of mocks vs just 1.
- That mocks should not be the main means by which we discover what students can and cannot do.
- Conditions for students to learn and improve on knowledge gaps exposed by tests, the implications for ‘going through’ the test in lessons, and why that is rarely effective
- Best practice for giving feedback from mocks, and some examples of poor practice.
- Issues with question level analysis
- How Mocks can crystallise classroom culture, and setting up and capitalising on their success
- What happens when mock results are not so good or students are not prepared for them
- Giving scores back
- Turning around the marking of papers
- Postcards, emails or letters home praising effort
- Running mocks well
- Lending equipment
As always you can get in touch with Matt or Femi through @BeyondGoodPod on X.
Today’s topic is Year 11 mock examinations. Matt and Femi discuss:
- Holding 2 or 3 sets of mocks vs just 1.
- That mocks should not be the main means by which we discover what students can and cannot do.
- Conditions for students to learn and improve on knowledge gaps exposed by tests, the implications for ‘going through’ the test in lessons, and why that is rarely effective
- Best practice for giving feedback from mocks, and some examples of poor practice.
- Issues with question level analysis
- How Mocks can crystallise classroom culture, and setting up and capitalising on their success
- What happens when mock results are not so good or students are not prepared for them
- Giving scores back
- Turning around the marking of papers
- Postcards, emails or letters home praising effort
- Running mocks well
- Lending equipment
As always you can get in touch with Matt or Femi through @BeyondGoodPod on X.