Use one oral, one written, one note

On May 25, 2026, Murcia education briefings advised primary teachers to use a low‑load grading frame that records three pieces of classroom evidence for each pupil. The briefing listed one oral response, one short in‑class written sample and one teacher observation note as the required items. The regional memo said the approach was designed to keep assessment classroom‑based, quick to collect and defensible in the face of rising concerns about polished or assisted homework. ### How should teachers gather the three pieces of evidence? The briefing instructs teachers to collect one oral explanation per pupil, one short written sample and one observational note during routine lessons. The guidance gives examples: a pupil explaining a maths method aloud, a three‑to‑five sentence in‑class writing, and a note on contribution or response to feedback. The document says mini‑whiteboards, reading‑aloud and partner explanations are practical collection tools. ### Why is Murcia recommending this model now? The briefing cites a recent report that described artificial intelligence and outside assistance as eroding confidence in student work, saying classroom‑visible evidence restores credibility. The regional note explicitly links the tripartite model to concerns about over‑assisted homework where the process is invisible. The authors argue, in the briefing, that process‑tied evidence is harder to fake than polished take‑home products. ### Which classroom tasks fit the approach? The briefing names several ready‑to‑use tasks: mini‑whiteboard problem solving, oral retells, labelled diagrams and partner explanations. The guidance recommends short, observable tasks such as a single maths item solved then explained to a partner, and in‑class paragraph writing that can be reviewed immediately. The note warns against heavily polished digital projects and long research tasks where a pupil’s process is unclear. ### How should teachers convert evidence into grades? The briefing proposes a simple three‑level grading frame: “secure independently,” “secure with support,” and “not yet secure.” The regional memo argues this scale is often “more honest and more actionable” than fine‑grain marks, a description taken from the briefing text. The document advises separating behaviour or convivencia records from academic competency grades. ### Where did the guidance originate and who published it? The briefing draws on local reporting and regional initiatives, including a La Verdad article on digital‑inclusion workshops and wider media coverage of exam‑season pressures in Murcia. The regional note references town‑level initiatives during the Semana de la Administración Abierta and local press summaries that contextualise the need for classroom‑based assessment. ### What are immediate steps for schools and teachers? The briefing asks teachers to trial the three‑source model in routine lessons during the week beginning May 25, 2026, and to prioritise oral language and visible participation when attention is low. The memo also recommends a single explicit digital‑competence mini‑lesson and one tightened daily routine for transitions. Murcia’s briefing says further local guidance and classroom resources will appear in regional education channels and local newspapers this week, and it points teachers to the cited press coverage for implementation examples.