Best Practice

Reclaiming assessment in your classroom

The move to scrap national curriculum levels has given schools back control of assessment. Suzanne O’Farrell advises on creating new assessment systems that are less about measuring and data and more about maximising pupil progress

What is the purpose of testing? Is it to generate an array of metrics to measure the performance of schools, subjects and individual pupils? Or is it an essential part of normal everyday classroom practice used as part of the learning process?

Assessment serves both purposes. However, there has arguably been far more emphasis on testing as a means of generating metrics in recent years than there has been on its role as a tool for learning.

It is an issue which is particularly relevant now because of the decision to scrap national curriculum levels. The unintended consequence of that system was that while we focused on the numbers, this created a misleading impression of pupils’ learning journey.

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here