Over the last 10 years, we’ve learnt a lot about what works (and what doesn’t) when it comes to personalising learning for each pupil.
While automatically selecting lessons based on the results of each pupil’s initial diagnostic assessment has been an effective way to close individual gaps, assessment itself doesn’t always tell the full story:
Pupils sometimes guess in their initial assessments
The time between assessments and tutoring sessions can mean the results are no longer as accurate as they once were
Even if a pupil has shown they understand a concept in their initial assessment, teachers often tell us how much they would still benefit from having an opportunity to revisit and recap that objective
Teachers have an excellent understanding of pupil gaps, so they need to be able to use this insight to inform each pupil’s lesson pathway
Diagnostic assessments can only assess at one point in time, whereas tutors can assess throughout each lesson to address gaps and misconceptions in real-time
We knew we could do even more to effectively personalise learning
That’s why we’ve introduced a brand new assessment approach; a triangulation of diagnostic assessment, tutor assessment and (optional) teacher lesson selection - so you (and your pupils) get the best of all worlds:
Diagnostic assessment: Pupils will still sit an initial diagnostic assessment before they begin to establish baseline knowledge in each of the 20 topic areas covered by the programme chosen for them by their teacher
Tutor assessment: Tutors will use the results of the initial diagnostic assessment, along with formative assessments at the start of each lesson, to customise the lesson, choosing the most appropriate lesson pathway and therefore enabling them to efficiently review topics where pupils feel more confident and dedicate more time to addressing gaps or prerequisite knowledge in areas where pupils feel less secure
Teacher lesson selection: Teachers are also free to review or re-order lessons at any point, including in one go at the start of the programme, saving teacher time throughout the term. Lessons can be ordered to address the gaps identified in each pupil’s initial diagnostic assessment, or into any order they see fit e.g. to align with class teaching or to use as a pre-teaching tool.
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