The case is made for making the legacy of the covid-19 pandemic a better, more equitable and valuable assessment system that is not encompassed by ‘one-size-fits-all’ exams. The authors explain how a group of educators are brainstorming better ways to assess teenagers why this must be done.

Bill Lucas, Peter Hyman and Alistair McConville discuss the failings of the GCSE system: they are unfair, unreliable and a waste of public money. Look at the future of assessment, they explore alternatives such as a character scorecard, the extended project qualification and comparative methods.

Sian Griffiths reflects on the open letter and highlights the link between our current assessment system and declining mental health among young people in the UK. Griffiths reports that currently 1 in 10 aged 5-16 have a clinically diagnosable mental health problem.