The issue of assessing students has come under fire in recent weeks, with international tests revealing student performance is plummeting. Science presenter and particle physicist Professor Brian Cox has said, "if the measurement of ... a student’s progress ... is removing time from practical science, then it had better be bloody useful because practical science is bloody useful."
The problem I see with assessing students in the uniform way in which most schools do — most usually through written assignments and tests — is that it's a one size fits all approach to measuring performance. It doesn't work for many because students are complex, dynamic and diverse.
Most Januaries I do a little bit of rebranding. I reflect on the previous year’s work, on the changes I’ve faced personally and professionally and on the kind of work I want to do over the next year.
It’s not a big, fancy process. Mostly it’s intuitive. Mine is not a big business — hell, it’s hardly even small! It’s me essentially — along with a small team and a few associates — offering my unique life and professional experience to help others in a variety of ways.
This year, I’ve made two changes to my brand. Firstly, I’ve de-emphasised diversity. It’s still in the mix, but it sits equally alongside other elements. Secondly, I’ve changed creativity to complexity. That’s not to say I’m not creative or that creativity is not complex; quite the opposite.