Blogs

The Coalition to Honour All Learning

Joining forces to widen access for every student

Conrad Hughes Principal, International School of Geneva

October 27, 2021

By promoting and enhancing alternative transcripts, students will be able to tell a richer story of who they are and schools will embrace more holistic avenues of learning for every child...

It's Time

Putting human leadership at the heart of the education system

Vicky Gerrish Head of School Partnerships, Ivy House

September 16, 2021

The way we’re preparing young people for life beyond school is not working. We have an unprecedented opportunity to work together to turn ‘the forgotten generation’ into the most well-equipped generation of all time...

Accentuating the positive: lessons for future assessment from the 2021 grading process

What can we take forward from schools’ experiences in summer 2021?

Neil Smith Head, Cheadle Hulme School

September 13, 2021

The assessment experience of summer 2021 has resulted in schools behaving in a way which could have a positive impact on future assessment - here's how...

Open Book Assessments

Why would we return to exclusive reliance on timed exams in the post-pandemic world?

Professor Philip Young Director of Undergraduate Studies, School of Life Sciences, University of Warwick

August 18, 2021

The pandemic caused a scramble throughout HE to move assessments on-line. Universities took several approaches to this, most notably 24-hr windows in which students sat timed exams. However, this approach posed issues wi...

What’s wrong with high-stakes GCSE exams?

Let’s call time on an outmoded, unfair, unnecessary interruption to schooling

Alison Peacock CEO - Chartered College of Teaching

August 18, 2021

We need an assessment system that evaluates progress across a broad curriculum from primary school onwards. This is not about ‘dumbing down’....

Let’s not return to flawed exams. We have better ways to assess our children

The pandemic has given us a perfect opportunity to reset the education system

Peter Hyman Co-Director, Big Education

August 15, 2021

After a week of GCSE and A-level results, we are in danger of missing the big point – our assessment system is not fit for purpose....

Could the Mastery Transcript prompt an assessment transformation?

Growing a movement of schools committed to student centered learning

Sarah Cottenden Education Consultant, FRSA

July 16, 2021

We have no legitimate reason why not to have a complete rethink about our entire education system, and to act on readily available and highly documented education research...

Why try and catch up when our education system is backwards?

Building an education system for the future

Mary Student at Bohunt School Sixth Form

July 16, 2021

We currently experience an education centred around recalling information in exchange for a number that determines your ‘intelligence’. It is failing us. We need interdisciplinary thinking and place-based curricular...

England’s obsession with high stakes exams goes against teenage brain science

Assessment: Time for a Rethink? Series with the Edge Foundation

Susan Higgins Edge Foundation

July 8, 2021

Adolescence is a sensitive time of brain development. Between the ages of 15 and 16, when one set of key exams take place, there is a vast amount of variation in brain development for difference individuals...

New Metrics for Success

Across Australia schools, universities and industries are coming together to explore new ways of measuring success

Leon Furze Director of Learning and Teaching, Monivae College, Australia

July 8, 2021

Reimagining the education system in Australia and designing a new set of metrics to measure the success of our students in response to an ever-changing world...

‘It was the best of times, it was the worst of times…it was the spring of hope, it was the winter of despair.’

Beyond the challenges of TAGs, there have been important gains and learnings for the future of asssessment

Rachel Macfarlane Director of Education Services, Herts for Learning

July 2, 2021

Despite all the stresses and challenges of the TAGs arrangements, teachers are still able to reflect on the benefits of a teacher assessed grade system...

Looking beyond exams: how the history of learning can help

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

June 11, 2021

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...

Joining forces to widen access for every student

Conrad Hughes Principal, International School of Geneva

By promoting and enhancing alternative transcripts, students will be able to tell a richer story of who they are and schools will embrace more holistic avenues of learning for every child...

Putting human leadership at the heart of the education system

Vicky Gerrish Head of School Partnerships, Ivy House

The way we’re preparing young people for life beyond school is not working. We have an unprecedented opportunity to work together to turn ‘the forgotten generation’ into the most well-equipped generation of all time...

What can we take forward from schools’ experiences in summer 2021?

Neil Smith Head, Cheadle Hulme School

The assessment experience of summer 2021 has resulted in schools behaving in a way which could have a positive impact on future assessment - here's how...

Why would we return to exclusive reliance on timed exams in the post-pandemic world?

Professor Philip Young Director of Undergraduate Studies, School of Life Sciences, University of Warwick

The pandemic caused a scramble throughout HE to move assessments on-line. Universities took several approaches to this, most notably 24-hr windows in which students sat timed exams. However, this approach posed issues wi...

Let’s call time on an outmoded, unfair, unnecessary interruption to schooling

Alison Peacock CEO - Chartered College of Teaching

We need an assessment system that evaluates progress across a broad curriculum from primary school onwards. This is not about ‘dumbing down’....

The pandemic has given us a perfect opportunity to reset the education system

Peter Hyman Co-Director, Big Education

After a week of GCSE and A-level results, we are in danger of missing the big point – our assessment system is not fit for purpose....

Growing a movement of schools committed to student centered learning

Sarah Cottenden Education Consultant, FRSA

We have no legitimate reason why not to have a complete rethink about our entire education system, and to act on readily available and highly documented education research...

Building an education system for the future

Mary Student at Bohunt School Sixth Form

We currently experience an education centred around recalling information in exchange for a number that determines your ‘intelligence’. It is failing us. We need interdisciplinary thinking and place-based curricular...

Assessment: Time for a Rethink? Series with the Edge Foundation

Susan Higgins Edge Foundation

Adolescence is a sensitive time of brain development. Between the ages of 15 and 16, when one set of key exams take place, there is a vast amount of variation in brain development for difference individuals...

Across Australia schools, universities and industries are coming together to explore new ways of measuring success

Leon Furze Director of Learning and Teaching, Monivae College, Australia

Reimagining the education system in Australia and designing a new set of metrics to measure the success of our students in response to an ever-changing world...

Beyond the challenges of TAGs, there have been important gains and learnings for the future of asssessment

Rachel Macfarlane Director of Education Services, Herts for Learning

Despite all the stresses and challenges of the TAGs arrangements, teachers are still able to reflect on the benefits of a teacher assessed grade system...

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...

Supported by:

Edge Foundation

Big Change

Comino Foundation

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Big Education

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