THE AIM OF RETHINKING ASSESSMENT
To make the case for change, and provide evidence for a fairer, broader, strengths-based and more equitable assessment system.
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.
Read and share our Blueprint for Assessment Change and see how schools, parents, employers and universities can all join the movement.
“To solely use standardised achievement tests is like casting a net into the sea – a net that is intentionally designed to let the most interesting fish get away. Then, to describe the ones that are caught strictly in terms of their weight and length is to radically reduce what we know about them. To further conclude that all the contents of the sea consist of fish like those in the net compounds the error further. We need more kinds of fish. We need to know more about those we catch. We need new nets.”
William T. Randolph, Commissioner of Education, Colorado
Across the world there is growing evidence that assessment systems, based solely on high stakes exams, are no longer fit for purpose.
At the same time, many countries are now developing new ways of evidencing the knowledge, skills and strengths young people need to thrive in life.
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!
WHAT IF?
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 breadth of their education offer alongside standardised assessments
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
We utilised the full potential of new technologies to develop inclusive assessment practices
WHAT’S HAPPENING?
CHANGE IS COMING
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.
House of Lords 11-16 Education Committee
The Education for 11–16 Year Olds Committee published its report titled Requires improvement: urgent change for 11–16 education. The Committee assessed proposals for long-term reform, while also setting out a package of measures that could be delivered in the shorter term, including a programme of reform aimed at reducing the volume and lowering the stakes of exams taken at age 16.
