Blogs

Rethinking Assessment evidence to APPG Schools, Learning & Assessment

Why we need to rethink assessment

Al McConville Deputy Head, King Alfred School

February 2, 2023

The current assessment system is failing to deliver for today’s economy, fails to respect the expertise of teachers and fails to reflect the true talents and strengths of learners...

Unreliable grades do great damage. This must be fixed.

For the summer 2022 exams in England, of the 6 million grades awarded, about 1.5 million were wrong.

Dennis Sherwood Author, Missing the Mark

January 29, 2023

Dame Glenys’s admission that “grades are reliable to one grade either way” is alarming enough, but hides a deeper truth – that about 1 grade in every 4 is wrong...

10 big ideas from the Next Generation Assessment Conference

Highlights and Themes

Fran Wilby Team Rethinking Assessment

January 27, 2023

The conference brought together 250 delegates from the UK plus international speakers. Here are some of the main takeways from the day...

Join CfEY for the The Primary Extended Project Award pilot

PRIMARY SCHOOLS AND MENTORS – WE WANT TO HEAR FROM YOU!

Alix Robertson Head of Engagement, Centre for Education & Youth

January 24, 2023

Through the PEPA, we want to give primary pupils the opportunity to delve into the topics they feel passionate about and develop and value a wide set of learning dispositions....

Developing students digital skills through creating learning profiles

Exploring the layers of learning involved in student led learner profiles

Rosie Clayton Team Rethinking Assessment

January 20, 2023

We think there is huge value in building a digital skills and employability skills curriculum (potentially also connected to experiences of the workplace) to wrap around the creation of learner profiles...

GCSE Exams – Could academia point the way to a better form of assessment?

Applying methods of assessment from Higher Education in schools

Steve Kenning CEO Aspirations Academies Trust

January 13, 2023

We can have years of education hinge on a handful of exams that employers barely even register any more – or we can test what our students know in a fairer, richer way, suggests Steve Kenning...

Evidencing skills development to increase student engagement and develop the whole person

The Waconian Diploma at Cheadle Hulme School

Andy Wrathall Waconian Diploma Coordinator, Cheadle Hulme School

November 17, 2022

The benefits of clearly articulating which skills we believe are essential for our pupils to develop, alongside a more holistic approach to assessing them, has led to a range of benefits for students and teachers...

How e-portfolios can support learning, reflection and engagement

Case study from Golftyn Primary School in Wales

Gavin O'Loughlin DCF Lead & Teacher, Golftyn Primary School

November 10, 2022

In this blog, Gavin O'Loughlin from Golftyn Primary School explains how his school is implementing e-Portfolios and the impact that this is having on pupil learning and engagement...

Finding consensus amidst the chaos

Rethinking Assessment reflections on education policy and the next election

Rethinking Assessment Team

October 28, 2022

We hope that all political parties will look outwards over the coming year, as well as inwards at the numerous ideas germinating at the grassroots, and go further in their aspirations and commitments...

Interdisciplinary learning at Livingstone Acdemy Bournemouth

Harnessing the collective power of a teaching team to think beyond the traditional realms of assessment

Nia Treharne Director of Digital Curriculum and Innovation

October 19, 2022

Nia Treharne, Director of Digital Curriculum and Innovation at Livingstone Academy Bournemouth, outlines their approach to curriculum and assessment design and reflects on participation and learnings from RA's IDL pilot...

Making information work for young people themselves

Too often young people are passive ‘data subjects’ - defined by information that ignores their voice

Loic Menzies Associate Education Specialist with Cambridge Assessment Network

October 14, 2022

The structures and processes that underpin information sharing in the education and youth sector need considerable reform, and we shouldn’t let an overly technical focus undermine young people’s own agency...

Let’s shape the post-pandemic education system together: a call to action to all secondary school students

Let’s use our collective voice to let politicians know we deserve better!

Ollie Green Student & Campaigner

October 6, 2022

As education slowly recovers from the impact of the pandemic, we should demand a system which is fairer, broader, and free from the rigid idea of ‘failing’ one-third of the GCSE cohort every year...

Why we need to rethink assessment

Al McConville Deputy Head, King Alfred School

The current assessment system is failing to deliver for today’s economy, fails to respect the expertise of teachers and fails to reflect the true talents and strengths of learners...

For the summer 2022 exams in England, of the 6 million grades awarded, about 1.5 million were wrong.

Dennis Sherwood Author, Missing the Mark

Dame Glenys’s admission that “grades are reliable to one grade either way” is alarming enough, but hides a deeper truth – that about 1 grade in every 4 is wrong...

Highlights and Themes

Fran Wilby Team Rethinking Assessment

The conference brought together 250 delegates from the UK plus international speakers. Here are some of the main takeways from the day...

PRIMARY SCHOOLS AND MENTORS – WE WANT TO HEAR FROM YOU!

Alix Robertson Head of Engagement, Centre for Education & Youth

Through the PEPA, we want to give primary pupils the opportunity to delve into the topics they feel passionate about and develop and value a wide set of learning dispositions....

Exploring the layers of learning involved in student led learner profiles

Rosie Clayton Team Rethinking Assessment

We think there is huge value in building a digital skills and employability skills curriculum (potentially also connected to experiences of the workplace) to wrap around the creation of learner profiles...

Applying methods of assessment from Higher Education in schools

Steve Kenning CEO Aspirations Academies Trust

We can have years of education hinge on a handful of exams that employers barely even register any more – or we can test what our students know in a fairer, richer way, suggests Steve Kenning...

The Waconian Diploma at Cheadle Hulme School

Andy Wrathall Waconian Diploma Coordinator, Cheadle Hulme School

The benefits of clearly articulating which skills we believe are essential for our pupils to develop, alongside a more holistic approach to assessing them, has led to a range of benefits for students and teachers...

Case study from Golftyn Primary School in Wales

Gavin O'Loughlin DCF Lead & Teacher, Golftyn Primary School

In this blog, Gavin O'Loughlin from Golftyn Primary School explains how his school is implementing e-Portfolios and the impact that this is having on pupil learning and engagement...

Rethinking Assessment reflections on education policy and the next election

Rethinking Assessment Team

We hope that all political parties will look outwards over the coming year, as well as inwards at the numerous ideas germinating at the grassroots, and go further in their aspirations and commitments...

Harnessing the collective power of a teaching team to think beyond the traditional realms of assessment

Nia Treharne Director of Digital Curriculum and Innovation

Nia Treharne, Director of Digital Curriculum and Innovation at Livingstone Academy Bournemouth, outlines their approach to curriculum and assessment design and reflects on participation and learnings from RA's IDL pilot...

Too often young people are passive ‘data subjects’ - defined by information that ignores their voice

Loic Menzies Associate Education Specialist with Cambridge Assessment Network

The structures and processes that underpin information sharing in the education and youth sector need considerable reform, and we shouldn’t let an overly technical focus undermine young people’s own agency...

Let’s use our collective voice to let politicians know we deserve better!

Ollie Green Student & Campaigner

As education slowly recovers from the impact of the pandemic, we should demand a system which is fairer, broader, and free from the rigid idea of ‘failing’ one-third of the GCSE cohort every year...

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