Essay from the year 2014 in the subject Education – Educational Tests & Measurements, grade: 72, University of Cumbria, course: Secondary Maths Teaching, language: English, abstract: The analogy of whether weighing a pig makes it fatter seems to refer to the debate over whether assessment is an effective way of raising standards. This introduces the dichotomy of whether summative or formative assessment is the most useful tool for raising standards.
There may also be variables which impact on the success of assessment procedures: one of the central factors may be the role of the subject leader in assessment policies, although the ethos of the school and socio-demographic factors of the area it is situated in may also be influential. ‘Weighing the pig’ seems to be polysemous in that there are multiple ways of raising standards, some of which do not use any kind of assessment. This essay will examine the above factors and attempt to come to a tentative conclusion about the best way to raise standards.
This paper is supported by a wealth of contemporary educational literature and theories, as well as considering a psychological perspective. It is also informed by a number of appendices collected through the author’s personal teaching practice and research.
Tentang Penulis
Hard-working and conscientious individual. I was awarded first class honours in my Secondary Teaching with Mathematics degree. I've also had a successful writing career, with my dissertation (which received a mark of 82) being published in an academic journal. Furthermore, I'm a published author, contributing to several educational books on the topic of teaching.
I have worked as both a professional and freelance proofreader for four years and currently run a successful proofreading business. My work has allowed me to edit Ph D theses, Masters and Undergraduate level essays, including dissertations.
I'm currently hoping to publish a book which helps students to have a successful University experience by advising them in all areas of University life.
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