THE AIM OF RETHINKING ASSESSMENT IS
To make the argument for change though case studies, analysis, evidence and thoughtful blogs.
To start to provide some workable solutions, practical ideas and approaches that we will pilot in our schools and offer as real alternatives.
As we emerge from Covid, this 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.
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; 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 dispositions and capabilities which help young people to succeed at school and in life.
Exams have been cancelled for 2 years and now is the moment to push hard for change
The assessment system recognised the full range of every young person’s strengths
What if 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
Assessment supported rather than penalised the most disadvantaged and vulnerable
Blogs
Blogs
News
News
CHANGE IS COMING
There are regularly important reports and commissions which make the case for rethinking assessment. Here are details of three recent contributions.
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.
