Assessemnt for learning or assessment of learning
I never thought I would be interested in assessment. But, the more I look at how we can develop and implement new pedagogies – especially to take advantage of the potentials of computers for learning – we hit the barrier of assessment systems. In the UK it almost seems that the whole education system is being driven by assessment.
 In this context the following article – from the Guardian newspaper – is interesting. Also interesting to see the kneejerk reaction from both the government and the opposition.
“The watchdog for teaching in England yesterday put itself on a collision course with ministers by calling for all national school tests before the age of 16 to be scrapped.
The intervention by the General Teaching Council for England (GTC), which added new weight to long-running demands for a reduction in the testing regime, was firmly rebuffed by the government and the Conservatives…..
Compulsory standard assessment tests (Sats) are taken in England at seven, 11 and 14. Pilot schemes launched in January could lead ultimately to the tests being taken when pupils are ready, rather than at fixed points in the year, but ministers regard their existence as non-negotiable.
In evidence to the Commons Education Select Committee’s inquiry on pupil assessment, the GTC says most children take an average of 70 different exams or tests before the age of 16, making them the most tested in the world.
The GTC wants “sampling” of standards, covering a few primary and secondary schools, to guide national policy, along with internal school exams held by teachers when they thought appropriate.
The move is significant because the GTC is notionally independent of both the government and the unions. It is responsible for registering teachers and has banned them from helping pupils in Sats exams.”
