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The @rethinkassessmt movement and the recent policy proposals from the One Nation Conservative group have instigated a fierce debate in staff-rooms and edu @Twitter around what happens with formal assessment going forward. Here are my thoughts (A thread)
I am not sure we should confuse the unique set of challenges posed by the global pandemic and a more ideologically-driven and longer term proposals about the need for assessment at 16 given that all young people are now asked to stay in education or training until they are 18.
In the short term, it is clear that the proposals released by @Ofqual do not go far enough to mitigate the disruption that many pupils across the country are suffering thanks to COVID-19. We need to move to a much slimmer version of the usual specifications.
This approach should include question choice which will lead to a much more personal/adaptable approach to the examinations. The rather narrow changes proposed by @Ofqual and @educationgovuk do not account for the widespread and continuing disruption. They must be re-thought.
I believe strongly that mock papers are not the best plan B as the story in the @GuardianEdu this morning reports.There is no uniformity around what mocks contain or when they are sat in the (non-linear) academic journey.
As currently happens in Scotland, if we are asked to place more onus on mocks, the exams need to be papers produced by the exam board and which haven’t been seen by pupils or teachers before to ensure the fairest possible backdrop.
Instead of mocks, perhaps summer 2021 might involve slimmer papers with optional questions alongside some form of teacher assessment (moderated by the boards) that learns all the lessons from the chaos of summer 2021. But that gives the opportunity for pupils be assessed.
Simply put, that we are fast approaching half term but we still have had not further guidance from @Ofqual @educationgovuk not good enough. Schools, but more importantly, pupils are understandably anxious: tests they do now have much more significance. This is unsustainable.
Pupils more information on GCSEs and A levels in summer 2021 now.
Looking further ahead, we need to rethink our approach to assessment. A broader subject base and a mix of different forms of assessment would provide a richer educational experience. There is much I agree with in the proposals of @rethinkassessmt.
We want pupils to be curious. We want to be released for the shackles of specifications and preparing for assessment. The examination heavy current approach gives rise to questions such as ‘but is it on the syllabus.’ This needs to be rebalanced, for sure.
However, I am not sure now is the time. Such a fundamental change requires time and clear dialogue both of which are limited at the moment because schools are busy responding to the many other challenges presented by maintaining education in a time of COVID.
We have seen, this summer, the wide ranging consequences for pupils of ill-thought through and rapidly conceived changes to the models we know. However, this summer also provided some valuable learning opportunities which warrant further attention and discussion about the future
The important learning point for me is that exams are useful because they provide grades which are not given by the school directly, and are therefore seemingly more objective. We have all seen the problems around asking schools to be the institution that rewards final grades.
Pupils also need to be the given the opportunity to prove themselves. They want it. That was the thing I heard the loudest from those who were due to sit GCSE and A levels.
I am not well-placed to opine on how examinations narrow the disadvantage gap. But we must all work together to make sure that education opens rich opportunities for all regardless of their background or starting point.
I’d love to engage others on this topic, so if this thread has got you thinking, please do get in touch. I’d be delighted to speak with you.
