"Together we must learn how to compose difference, not with arms, but with intellect and decent purpose."
Dwight D. Eisenhower

Throughout recent education history, assessment reform has been a main policy lever to try and drive educational outcomes. Assessment’s status in educational discourse and its high stakes means it is an emotive subject, with passionate views held by stakeholders.

When looking to innovate in assessment, we therefore need to seek common ground based on fundamental design principles to guide our path.

As Eisenhower suggests, to make the best case for change and innovation, we need to have a deep understanding of what has gone before, and to draw on the principled and evidence-based knowledge we have developed as a community of professionals.

When my Cambridge colleagues at OCR recommended rebalancing assessment at GCSE and increasing the use of innovation, they also noted that ‘traditional’ assessment still has many unique benefits, particularly in the age of generative AI. Our belief is that the more educators and decision makers in the education system understand the principles of assessment, the more they can make discerning purposeful decisions both within the classroom and at policy level.

As the conversation around assessment innovation and transformation develops, we are excited by the opportunity to raise the flag for the value of greater assessment literacy in these key moments of decision making.

At The Assessment Network we believe that a deep and practical knowledge in assessment can help teachers and practitioners to navigate the inherent tensions and trade-offs that embody assessment practice.

Design Principles

Innovations themselves can either be small (such as an updating a mark scheme/rubric) or large (such as assessment reform at a national level). But even small changes can make a big difference if they are based on sound knowledge.

Any innovation in assessment should ultimately improve the overall validity arguments that we want to make – put simply – how effective is an assessment for a particular purpose?

Any changes in assessment design or systems should also improve alignment between curriculum, learning intentions and the educational experiences that our learners encounter.

At Cambridge, we are aware that our assessments are high stakes and thus we need to tread carefully. Our focus has been on listening to students and teachers and what they need from assessments; utilising technology to increase the authenticity and fairness of assessments; whilst simultaneously maintaining trust in their design and delivery.

Potential innovations fit within the overall framework of summative assessment and qualifications established in England and Wales. Historically, assessment reform has been a conservative practice and with good reason – it is almost impossible without high-quality randomised control type trials to be certain as to the true consequences of wide-scale change in assessment systems. With this in mind Ofqual have adopted a ‘precautionary principle’ on the future use of AI in assessment, for example, valuing consistency, stability and overall trust in the system.

Pathways to Innovation

Assessing skills and capabilities, and moving towards interdependent assessments, has intuitive appeal. However there would be several trade-offs that we would need to be aware of. The purpose of the assessment would need to be clear (first design principle).

Nonetheless, the landscape is changing and transformational opportunities are increasingly available. Juuso Nieminen, in his 2024 keynote at the Assessment in Higher Education conference, argued that traditional forms of assessment that value standardisation, individualism and subject-disciplines are increasingly being challenged by arguments in favour of competency-based, personalised, and interdependent assessments.

OCR plans on introducing digital exams in Computer science, informed by the work of the digital high stakes research programme. Recently, we have also called for the introduction of a short course GCSE in mathematics to empower more students to leave school with the fundamental maths skills they need for life and work.

Cambridge Technicals (OCR) for 16+ offer a combination of Internally Assessed Units (Practical coursework, portfolios, and real-world projects), combined with Externally Assessed Units (Written exams on key industry knowledge). Together, these examine problem-solving, teamwork, and industry-relevant projects, making them ideal for students who prefer practical application over traditional exams. These existing elements which are already used within the system could add a variety of tried and tested methods to the Key Stage 4 assessment landscape, ensuring that students are assessed for practical, analytical, and creative skills alongside theoretical knowledge. Developing Secondary teachers’ understanding of these principles and methods is necessary to build confidence and capacity and rebalance knowledge of assessment practices across the system.

Moving forwards armed with knowledge

Getting assessment right is important because it’s everywhere in education. From the glances of a teacher during a student group activity, to more formalised summative assessments, educators regularly use assessment methods to drive their decision-making.

At The Assessment Network we believe that enhancing educators’ and decision makers’ understanding of assessment principles and the existing options and assessment instruments currently available is crucial to supporting any next steps of innovation and reform. Widening assessment literacy in different types of assessment methods can build teacher confidence, particularly developing strong learner relationships via high quality formative assessment. Through assessment understanding we have a better chance of getting our innovations right for our learners.

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