The case for reform: Assessment in the future
Last spring, the GTC published proposals that advocate a radical overhaul in how pupils’ learning is assessed. What’s happened since? Sara Goodwins finds out.
GTC policy advisor Kathy Baker at the Bristol assessment conference
'At the moment we’re dealing with what appears to be virtual reality. Frequently I’ve heard teachers say that a student has reached such-and-such a level, but ‘he’s really at so-and-so’. Decisions are being made using data which nobody really thinks is accurate.'
That’s the view of John Hayball, head teacher at Dinglewell junior school in Hucclecote, near Gloucester, who attended one of the GTC’s conferences organised last year to debate the future of assessment.
At the conferences, teachers from around the country were able to share their views about the new proposals and offer constructive ideas and comments. As GTC policy advisor Kathy Baker comments: 'Teachers have been involved in the development of the GTC’s proposals throughout and their continued support is crucial.'
Since the GTC published its recommendations on assessment, it has been busy working with a variety of interested parties, including policy-makers, MPs, the DfES and the Qualifications and Curriculum Authority (QCA). Amongst the significant developments is the decision of the House of Commons Education Select Committee to hold an inquiry into pupil assessment this term.
Key to achieving change is challenging any perception that the GTC’s proposals may lessen public accountability. Clearly, this is a particularly important issue for parents and, since the GTC kick-started its debate on assessment in 2003, it has continued to elicit parents’ views, consulting a number of representative organisations. These include the National Confederation of Parent Teachers Associations, the National Governors’ Council and the Parent Education Support Forum. The GTC is bringing these organisations together with teachers at a national assessment conference in London in March – see page 4 for more details.
Another challenge is to shake the belief that current assessment procedures at Key Stages 2 and 3 should remain sacrosanct. Amongst the arguments in favour of KS3 is that it is the last point during the education process when it is possible to assess everyone in the same way – thus it appears to provide a benchmark. In contrast, the GTC advocates using a bank of nationally devised tests wh en pupils are ready.
Commenting on the role teachers play in assessment, Chair of the Institute of Educational Assessors (IEA), Kathleen Tattersall, says: 'Assessment by teachers can be trusted. Teachers are using these skills every day, as part of their work helping children learn. By working together, the GTC and IEA can raise the profile of teachers as expert assessors.'
Founded in May 2006, the IEA supportsteachers in their assessment work with programmes of professional development that enhance their expertise. An independent body, it aims to improve the quality of assessment in schools and colleges by developing the knowledge, skills and capability of those involved in educational assessment.
To find out more, visit the IEA website.
What are the GTC’s proposals?
In a nutshell, the GTC recommends that:
- formative and summative assessment are employed in tandem
- teachers use a bank of nationally-devised tests when pupils are ready
- national standards are monitored through cohort sampling of pupils
- schools are accountable for their assessment outcomes through school self-evaluation and Ofsted.
The GTC believes that these proposals recognise and record pupils’ achievements, enabling teachers to discuss and plan future learning. The emphasis changes from assessment of learning – a measurement of what pupils can do – to assessment for learning (AfL) – using classroom assessment to tailor teaching to pupils’ needs. In addition, the GTC considers its proposals provide more useful information for the public, increasing the accountability of schools.
Robust, transparent, credible
'The GTC believes that data which is placed in the public domain should be robust, transparent and credible. At present it is none of these things,' says Council member and retired head teacher Tony Neal.
A key speaker at GTC conferences on assessment Tony graphically describes the education system in relation to the future of pupil assessment as being: 'At the end of a tortuous cul-de-sac in the middle of a dark forest on a starless night.'
Two numbers
He continues: 'Two numbers – 107 and 600 million. 107 is the number of high-profile, externally-moderated assessments each pupil in England undertakes as they go through their school life. And £600 million is the annual cost of our examination system.' For Tony, many of the difficulties associated with the current system stem from overtly yoking accountability to pupil assessment. “It’s critically important to separate the accountability strand in national policy from the pupil assessment strand,' he explains, continuing: 'Conducting pupil assessments in a context of holding teachers and schools to account puts a stranglehold on the development of new and better pupil assessment strategies.'
