GTC Chair Judy Moorhouse asks: is the time ripe for change?
It may seem like five minutes since the school year began, but many of us now find ourselves in the thick of helping to prepare our pupils to face their exams. Discovering the best way to assess performance remains one of the most hotly debated issues in education. External tests and targets have been the dominant culture for the best part of two decades. But is that how it should be?
From my own experience in a secondary school, I know that 'teaching to the test' can have a negative impact on pupil learning. Just consider the frustration of both teachers and pupils when lack of time precludes the exploration and development of ideas 'sparked off' in a lesson, or the struggle to perceive the relevance of some of the learning that will be tested. In this issue, we're asking: is the time ripe for change? And if we're agreed it is, what might a new model look like?
We have been studying evidence from all sides so we can better advise the Secretary of State. Despite some recent welcome developments, we want to see a fundamental review of the whole purpose and process of assessment across key stages 1 to 3. Find out why and what we're proposing instead - by reading the feature in chapter 4.
As key stakeholders, pupils and parents are as interested in the debate as the rest of us. We asked the newly formed English Secondary Students' Association what they thought. North West representative Marcus Buck writes: It may go against the media's stereotype of the 'can't-be-bothered' adolescent, but lots of us are conscientious about schoolwork and value teachers' (constructive) comments at the end of it. He goes on to suggest some options that may help to give fairer, more accurate and useful assessments of pupils' work. More in chapter 5.
Throughout 2005, the GTC has been exploring parents' opinions. It's fascinating to find out what really makes a difference to parents' perceptions of their child's education. One survey found that barely a quarter thought performance tables useful. In contrast, eight out 10 like verbal information, whether it's a parents' evening or an informal chat with the teacher. Read more in chapter 5.
In my role as Chair, I'm particularly proud of the work we are doing to ensure that continuing professional development (CPD) remains a priority for Government and education policymakers. Last summer our pioneering 26-LEA project came to a close and I'm delighted to tell you that it's won widespread praise. See what the National Foundation for Educational Research (NFER) had to say about it in chapter 8.
And finally, it's always good to have something to celebrate. Last summer we urged the Government to think again and make registration mandatory for qualified teachers working in independently managed city academies and I'm pleased to report that our arguments have been successful. Found out more in chapter 2.
Judy Moorhouse
Chair
General Teaching Council for England
