Blogs: Rethinking Assessment

The history of evolution gives insight into how we should assess learning and our knowledge, skills and dispositions

Tabatha Sheehan Head of English at Westonbirt School

Rethinking assessments must be drawn back to the way humans have learnt and evolved so far – we must look at evolutionary history and understand that our development and our growth as a species is littered with variety...

How utilising multiple modes of assessment at GCSE would allow all students to demonstrate their strengths and reduce stress

Anisa Farook Student at Northampton School for Girls

Student Anisa gives an overview of her EPQ research which looked to analyse different methods for improving assessment...

A case study from Mishcon de Reya LLP

Patrick Connolly Academy Director for Mishcon de Reya LLP

We believe that going beyond the traditional approach of CV and grade-based recruitment leads to a better long-term outcome for the firm and the candidate...

How the pivot to online testing has encouraged exam designers to think more about how exams support student learning

Dr Gwyneth Hughes Reader in Higher Education, UCL Institute of Education

The University of London, as well as many other Universities, have trialled open book exams during the Covid-19 pandemic - an assessment innovation that looks like it is here to stay...

How a flexible, local curriculum and interdisciplinary learning could raise academic results, improve society and help young people

Issy Activist & student at Bohunt Sixth Form

Phil Avery Direction of Education, Bohunt Education Trust

In this piece, Issy drawns on her personal experience and growing identity as an activist to reflect on how she wished she had been taught societal issues at a younger age and given the opportunity to apply her learning...

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...

In order to achieve better outcomes, we might want to start with assessing needs

Chris Lore Sunfield School (Ruskin Mill Trust)

When thinking about assessment, it can be easy to focus too much on the intended outcomes of learning and too little on how each learner’s particular needs are accounted for in their experience of education...

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...