RETHINKING

ASSESSMENT

A movement to value the strengths of every child

RETHINKING

ASSESSMENT

A movement to value the strengths of every child

Join us and be part of the change

Our exam system is a mess. Now is the time to reshape it.

There has been a growing belief that there is something wrong with our exam and assessment system.

The aim of rethinking assessment is:

To make the argument through 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.

So, if you believe now is the time to rethink assessment, join us, help us, add your voice and ideas.

How do we ensure that...

the assessment system recognises the full range of a young person’s strengths?

the needs of a rich and broad curriculum underpin the design of any assessment?

a young person is given proper recognition for achieving the set criteria instead of there being a fixed pass rate for assessments?

assessment is useful for the pathways of all students whether going to university, college or employment?

schools are judged on the quality and range of their education offer and not a narrow set of exam results?

we learn from the best assessment practices in the UK and across the world?

This is your chance to help us answer these important questions

Rethinking Assessment in the news

We need to move to a problem centered and interdisciplinary teaching philosophy to engage all learners in the joy of Maths

David Vaccaro Director of Learning & Innovation, Wycombe Abbey School

Real Mathematics is social and interdisciplinary - only in schools is the benchmark of mathematical competence measured by what people can do on their own and in silence, separated from books and technology       ...

A knowledge-rich curriculum with a narrow focus on traditional subjects, and a tired system of assessment, can only get us so far. We must change what, and how, we teach our children.

Robert Halfon MP Chair, Education Select Committee

In this guest post Robert Halfon MP argues that we need a new Baccalaureate style qualification at the end of compulsory education, and a curriculum with greater emphasis on interdisciplinary and applied learning...

Four reasons you might want to asses oracy - and how to do it

Amanda Moorghen Impact and Research Lead, Voice 21

How can we assess oracy? This blog outlines four reasons why you might want to assess oracy, and those methods that balance practicality, validity and reliability to do so...

Join us and be part of the change