When one of our daughters was in preschool, we were presented with a lovely file containing lots of labelled photographs. The photos combined with the annotations were supposed to ‘prove’ all kinds of things about our daughter’s development. The time taken to compile all of this must have been significant. At the same time, our daughter was not, as far as we could tell, being taught any kind of objective knowledge in a coherent systematic way. For example, she was encouraged to discover her own way of writing the letters of the alphabet, rather than being required to begin a systematic course that would have given her the first steps towards attractive and legible handwriting.
It was clear that more time was being spent gathering ‘evidence’ than doing explicit teaching. In spending their time this way, staff were dutifully following the requirements of the early years curriculum, as the school interpreted them.
Like joyriding through a multistorey carpark, this obsession with so-called ‘evidence’ is wrong on so many levels.
Firstly, the evidence isn’t even evidence. It is the recording of one current performance, not proof of any kind of fluent mastery. If a pupil knows something today, and we believe that means he will know it forevermore, we are deluding ourselves. Thus, if we spend time fabricating a wonderful one off performance for the sake of producing such spurious evidence, we are involved in nothing less than a time-wasting sham of education.
If current performance cannot determine mastery, does this mean that we should not be testing our pupils? Of course not. We should be testing our pupils very frequently. But the tests should be genuine tests, not fabricated performances, and we should not be abusing the results of the tests by claiming that they are evidence of mastery, or a lack of it.
Tests are an excellent way of consolidating knowledge that has already been taught. That is their key function. As a measure of mastery, they must be viewed with extreme suspicion. Even if everyone in the class scores 100℅ today, what will they score tomorrow? Or next month? We must always, always be on our guard against the widespread and pernicious fallacy that current performance is a measure of long term learning.
So how do we know when to move on? How can we ever have any confidence about whether our pupils have mastered something? Instead of generating spurious ‘evidence’ to ‘prove’ this, or just ‘going with our gut’, we need to turn to programmes of instruction that have been tried and tested over many years and with many pupils, and look at the ways they build mastery using a carefully designed schedule of spaced and interleaved repetition. We need to look at how programmes designed by organisations such as the National Institute for Direct Instruction work, and either adopt those programmes, if they focus on the content and skills we want to teach, or do our best to apply their principles of instruction to what we are teaching.
If we’re serious about mastery, we’ve got to stop wasting time faking evidence. It’s educational perjury.