Ravi Chandran

A little about me

I teach A Level Mathematics and lead the academic side of the school. Assessment design matters to me because it influences what teachers and pupils give their attention to. If a scheme of learning and its assessment point in different directions, the assessment can end up shaping the classroom more strongly.

I want tasks to make the intended learning visible. A question should give pupils a fair opportunity to show the thinking the course is meant to develop, and teachers need to see what the response tells them. That connection helps us notice when a sequence or assessment needs another look.

I value resources that clarify the knowledge or reasoning being assessed and help teachers plan around it. A reporting or timetable system can support learning, but its purpose should remain clear. I prefer to check how a task will be used, what it rewards and whether that matches what we want pupils to practise.