Blogs: Rethinking Assessment

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...

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...

How de-linking scales across domains would end the experience of one-big-competition

Amelia Peterson LSE & London Interdisciplinary School

We could have fairer selection processes through assessment and more effective accountability if we get rid of linked scales such as grades, or percentages as our way of reporting assessment outcomes...

Why the needs of learners both inside and outside of the mainstream school system need to be considered for assessment to work fairly for all

Katie Finlayson Home Educator & representative of the Home Educators' Qualifications Association

It’s never been easier to tailor learning to the interests and needs of an individual student. We need an accessible assessment system that supports those individual approaches and isn’t locked in to a one-size-fits-all ...

Rethinking Assessment in conversation with Professor Guy Claxton

Al McConville Co-founder, Rethinking Assessment

A leap in the ‘science of assessment’ is the next frontier in showing how we can successfully evidence not only knowledge and domain-specific understanding, but also broader dispositions that are vital for success...