Time to Shake up Our Assessment System ?

Louise Hayward, professor of Educational Assessment and Innovation at the University of Glasgow and chairwoman of the Independent Assessment Commission, this week informed Times readers that the Independent Assessment Commission (IAC), which comprises teachers, parents, young people, employers, policymakers, teacher educators and researchers, are seeking to develop principles for a qualification system that delivers Equitable, Reliable Assessment (ERA) . The idea is to inspire a national conversation around England’s qualification system. Some have been arguing that our assessment and qualifications system is no longer fit for purpose. The hiatus caused by the pandemic means that now may be the time for a fundamental rethink ,particularly around the nitty gritty of assessment. I agree. The commission wants ‘ a new ERA for our qualifications system to encourage all young people to learn throughout their personal and professional lives. Enabling a strong, stable and sustainable society where everyone can contribute and make progress and that meets the needs of all young people.
Professor Hayward also asked for help in gathering evidence. So if you are interested contact http://www.neweraassessment.org.uk.
As things stand the current system places a ridiculously high premium on students short term memorisation, while barely acknowledging the need for critical thinking or collaborative work to problem solve, a requirement out there in the real world. The system also elevates the importance of summative assessment above formative assessment, although, arguably, the latter is more valuable to both teacher and student ,enabling teaching and learning to be be adjusted continuously. The ability to get the best out of yourself and others, in a collaborative environment, is not valued, let alone assessed. We know that a scaffold of core knowledge and concepts is required by all students to problem solve and progress in education , but a better balance can be struck . After formal education our young people have to work , not in isolation, but with others and with constant access to changing information. It is essential, therefore, that the future accountability and assessment frameworks properly reflect this . So lets get on with it!