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

John Hattie: We need to get better at learning transfer

TES

What do we mean by transferable skills? In the workplace, it’s the ability to apply knowledge from previous experience to a new context. And it is often touted as an invaluable quality in an employee. But do we give it enough attention in education?

Enough of the ‘lost generation’. Instead, let’s reimagine school for our children

The Guardian

Humans are wired for storytelling. A compelling story can be a comfort or an inspiration; raising our sights, stirring our emotions. So, as children return to school tomorrow, they deserve a better story than the one being told with the big, fat, gloomy title of “lost generation”.

Mutant exam system is failing our children

The Times

We were told this summer that it was a “mutant algorithm” that had caused the anguish of the exam fiasco. Covid may have exposed the failings, but in truth, something more profound is going on, and it has been brewing for years: we have a mutant exam system.

Contributions exploring the future of assessment

Tom Sherrington Educator

In this post Tom gives his thoughts and reflections on two new assessment reports, from EDSK and Rethinking Assessment...

It’s no longer enough for students to emerge from their formal schooling with a few grades or marks - we owe it to them to give a much more nuanced picture of what they can do

Bill Lucas Co-Founder, Rethinking Assessment

Drawing on evidence from across the world, we show how high-stakes assessment is harming students and increasingly ignored by key stakeholders. We need to remind ourselves what matters in education....

How the exam system reinforces inequalities inherent in the values system of our country

Sammy Wright Vice Principal at Southmoor Academy in Sunderland, Lead for Schools & HE at the Social Mobility Commission

One of the biggest, and most rarely stated problems we face as an education establishment and as a country, is the mismatch between what we promise young people and what we offer them...

Join us and be part of the change