It is time for the UK to move away from high-stake testing!

 

The UK education system still revolves around high-stake summative assessments throughout a child’s education. Starting with Year 2 and 6 SATs, end of year assessments and ending at age 16 with GCSEs; these assessments are there to grade a child in way that they feel a number or result defines them. Children are taught from a young age that these results especially GCSEs determine who you are/become and what options you have for your future. Is this really the best way of assessing progress and encouraging learning? I would argue the system is outdated and causes much fear and anxiety among young people. It does not encourage a deep connection with learning that allows students to explore and express their learning in different ways.

 

To assess a child, you need to look at far more than a grade from an exam. This does not tell you that they can complete a project, work effectively in a group, show empathy and compassion to those around them, be creative, are great at sport and many other things. So many children leave school feeling they have failed as they did not get a grade that suggests they have succeeded. Even schools are putting pressure on students for grades as the school’s results matter.

 

Canada is a country that is trying to move away from high-stake testing and the student’s yearly grades comes from formative assessments. Teachers consider what the students do throughout the year. Homework, coursework, projects, class-work, discussions and observation are all forms of assessment used and allows a teacher to gauge actual progress and understanding. This way gives all students an opportunity for success and to be motivated in their learning. I would argue that it is also much better for the mental health of our youth as well.

 

I believe that we need a system that celebrates all children and the different ways they learn.

 I believe that we need a system that celebrates all subjects and not just STEM.

To achieve this high-stake testing needs to go. Testing for school ratings needs to go.

Stress and pressure for students and teachers needs to go.

We need to go back to learning, teaching and preparing students for the 21^st Century we live in. We need to teach in a holistic way and not just teach for exams. Assessments can still happen in a system like this, they would just take a different form – like Canada. Assessment would be formative – happen all the time and celebrate more than just correct answers on an exam!