To make the argument for change through case studies, analysis, evidence and thoughtful blogs.

To provide workable solutions, practical ideas and approaches to make assessment fairer, broader and more equitable.

Play Video


Now is the time to make real change – to design an assessment system that helps every young person to thrive. Momentum is building. Join us to help make it happen.


Exams have a stranglehold on our entire education system. They dominate what is taught, how it is taught, and the lived experience of every child, parent and teacher in the country.

Many young people find the way our exam system works increasingly stressful and not a true reflection of what they can do or are good at. The arms race for grades is brutal, and the notion of ‘raising standards’ redundant; in England, the GCSE system necessitates that the bottom third fail. 

Headteachers feel that high stakes exams distort priorities and stops them from providing a well rounded education for their pupils. 

Our assessment system is not giving universities, colleges or employers the kind of information they want, or evidencing the kinds of skills and dispositions which help young people to succeed at school and in life. 

Across the globe there are well-established school systems which provide working examples of meaningful, balanced and rigorous alternatives to exam-only assessment. Momentum for change is growing!


Read and share our blueprint for assessment change and see how schools, parents, employers and universities can all join the movement.


The assessment system recognised the full range of every young person’s strengths

Every child compiled their own digital learner profile and took it with them after they left school.

Assessment supported the pathways of ALL students whether going to university, college or employment

Schools were judged on the quality and range of their education offer not just a narrow set of exam results

We learned from the best assessment practices in the UK and across the world to reduce the exam burden, combining selected and meaningful tests with a range of other assessment methods

Assessment supported rather than penalised the most disadvantaged and vulnerable


Creative Thinking in the Curriculum: Spotlight on Lonsdale Community Special School cover

Creative Thinking in the Curriculum: Spotlight on Lonsdale Community Special School

Find out how Lonsdale School, a Community Special School located in Stevenage, partnered with Rethinking Assessment and ACER to embed creative thinking into their KS2 and KS3 Science curriculum....
Putting Creative Thinking at the core of the English School Curriculum. What would it take? cover

Putting Creative Thinking at the core of the English School Curriculum. What would it take?

Rethinking Assesment and ACER UK launch exploratory study looking at the feasibility and benefits of integrating creative thinking into the English national curriculum...
Rethinking Assessment for Generative AI: Orals and discussions cover

Rethinking Assessment for Generative AI: Orals and discussions

Despite the hype around GAI, chatbots, and image/audio/video generation tools, technologies are not going to “revolutionise the education system”. If we persist with high stakes, standardised testing and essay-based examination, we will see GAI which supports (or helps people to “game”) those systems. This post explores the many diverse and...

Could learner profiles fix our broken assessment system?

It is a travesty that young people are typically judged solely by a set of numbers and letters. Rethinking Assessment’s Peter Hyman, Bill Lucas and Rachel Macfarlane explore how the new RA “learner profile” can help build an approach to assessment that recognises the talents of each young person. …

Re-assessing assessment

Holly Branson discusses the recent Times Education Commission which showed the desire amongst businesses to reform assessment. She highlights the work of Bill Lucas, reflecting that the firm arguments from his report The Case for Change are exactly what we need to change assessment for the better. …

The battle for the future of assessment

Schools Week examines the growing mass of education reports and commentaries that reveal dissatisfaction with the current system. Rethinking Assessment is mentioned alongside Pearson and the IAC as organisations embarking on research, reviews and an exploration of alternatives to the current system….
New Curriculum, New Qualifications – The National 14-16 qualifications offer in Wales cover

SEND Summit

Organised by Children & Young People Now, Rethinking Assessment is delighted to join the afternoon panel debate to discuss the future of inclusive assessment. …

Chartered College Holistic Approaches to Assessment

This webinar celebrates the launch of the summer 2023 issue of the Chartered College of Teaching journal, Impact, guest-edited by Professor Bill Lucas. This session exploring holistic approaches to assessment includes presentations by Dr Fran Wilby on how learner profiles could unlock changes to assessment in schools, and Alex Tomkins on assessing progress in special schools, followed by a Q&A session chaired by Bill Lucas….

The Festival of Education

Rethinking Assessment will join leading speakers from the world of education on the 5th of July to deliver hundreds of thought-provoking sessions. The festival will continue to lead, stimulate, discuss and showcase conversations and debates that are vital for the future of society. The event will also offer access to 250+ valuable CPD sessions, seminars and debates. This festival is returning to the beautiful grounds of Wellington College. RA will host 4 panel sessions on Fri 5th July. …


Numerous recent reports and Commissions have made the case for rethinking assessment. Here are a few of the most important and significant.

Pearson’s report into the Future of Assessment in England

Following the unique impact of the pandemic on exams, many questions have been asked of our assessment system, not least around fairness and equity for 14–19-year-olds.  A new report by learning company Pearson recommends adapting the types of assessments and considering alternatives to GCSEs.  It also suggests adapting Ebacc and Progress 8 measures to allow schools to provide a more tailored, high-quality curriculum.  The report calls for greater diversity and representation in the curriculum that reflects young people’s lives.

Times Education Commission

The Times Education Commission interim report outlined a wealth of evidence for secondary and higher education reform. Particularly from the business community finding that “Almost three quarters of companies believe their profitability and productivity would rise by at least 25 per cent if new recruits were better prepared for employment.” Ongoing skills gaps were also highlighted – one in four businesses reported that the majority of their roles required advanced digital skills and 92% of businesses said that having basic digital skills was important for employees.

The Independent Commission on Assessment in Primary Education (ICAPE)

ICAPE is an independent commission which will propose a new approach to assessment in primary schools in England. The members of the commission include teachers, headteachers and researchers, working in partnership. The commission will take evidence from a range of people with expertise and interest in assessment, curriculum and pedagogy in primary schools.  Their aim is to recommend key principles for improving assessment in primary schools and offer examples of practice that reflect these.  ICAPE brings together, teachers, headteachers and researchers.

The Independent Assessment Commission

The NEU formed the Independent Assessment Commission (IAC) with organisations representing students, parents, business and universities. The consensus voice of all those involved in the IAC – including politicians from all political parties – has made a clear case for change. Education and assessment bodies are using the Commission’s report findings to further champion a new era of equitable, reliable assessment and qualification.

Labour Council of Skills Advisors’ Report

Led by Lord David Blunkett, the report Learning and skills for economic recovery, social cohesion and a more equal Britain (Oct 2022) looks at education and skills delivery across FE, including apprenticeships, alongside childcare provision and a call to reform and modernise the curriculum. In particular, it suggests introducing multimodal assessments so that young people’s progress is no longer measured solely through written exams.

The House of Lords Youth Unemployment Committee

The report Skills for Every Young Person was published by the Committee and makes recommendations on youth unemployment, education and skills. The report focuses on these key areas and also makes wider recommendations about apprenticeships, careers guidance and inequality in the labour market.

Join us and be part of the change