System Redesign – 2: Assessment redesign

“System redesign – Assessment redesign” is a thorough examination of the current assessment regime for schools in England. It explores the origins of the system, its weaknesses, and the potential for a better model of assessment as a crucial aspect of system redesign. The authors, Professor David Hargreaves, Dr Chris Gerry, and Tim Oates, provide a personal and insightful perspective on the issues surrounding high-stakes testing and the impact it has on students, teachers, and schools.

The publication draws on evidence and testimony from various sources, including a joint seminar hosted by the Specialist Schools and Academies Trust and Cambridge Assessment. The authors suggest that there is a policy paradox in England, where there is a desire to level up students’ achievement and close the gap between high and low attainers through high-stakes testing, but also a recognition of the need for a fundamental rethinking of the design of schooling to fully realise the potential of personalisation.

Throughout the period of active school-led development on personalisation, school leaders have claimed that the current assessment regime is hindering progress. This publication examines the impact of the current assessment regime and suggests a redesign that would better support personalised learning. The authors argue that the issue is not with the principle of testing, but with what happens when the results that the tests generate are given overwhelming emphasis. This publication is an essential resource for teachers and leaders at all levels in education who are interested in exploring alternative models of assessment and system redesign.