“Let them dictate the answer while you write it down … For students with specific learning difficulties, such as #dyslexia, dictated essays were better than handwritten ones … If scribing transforms a pupil’s answer, the pen is the problem” ❤️

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*** NEW POST *** One of the biggest frustrations I come across is an apparent gap between pupils knowing something in the classroom and what they go on to write in the exam. I take a look at why this gap exists and what we can do to address it. enserm.substack.com/p/the-knowin...

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For me, one of the big credibility aspects of "being an examiner" is that gap-bridging. But I wonder whether now-more freely accessible post-mark scripts - and some "full marks in bullet point" examples would also help in this Brave New World?

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... Also, examinees often think they have to do the sort of writing they learn in English... which isn't really the point.

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I suspect that we don't model the "brutally efficient 2/6 answer" enough. A couple of relevant and broadly correct bullet points will normally qualify for band 1, but it's a dead end in terms of progression. Take that approach and you can't really embellish it to the next level...

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