Assessment: Why are we so reluctant to let go of exams? | Tes

Today, we have launched Rethinking Assessment in Education: The case for change.. The research makes the case for a fundamental shift in thinking about the role of assessment in education. Drawing on evidence from across the world, we show how high-stakes assessment is harming students and that this is increasingly ignored by key stakeholders.

Why are we so reluctant to let go of exams?

High-stakes assessment is harming students – we need to learn from what the rest of the world is doing, says Bill Lucas

Edge is the independent foundation working to inspire the education system to give all young people across the UK the knowledge, skills and behaviours they need to flourish in their future life and work.

In the course of our work with schools, colleges, universities, researchers and policy makers in the UK and internationally, we get the chance to meet some amazing colleagues. We want to give you the chance to meet them too and now through the Edge Podcast - Rethinking Education you can.

Each episode features Edge’s Executive Director, Olly Newton, or CEO, Alice Barnard, talking to two guests with a fascinating take on one of the key issues facing education today. At around half an hour each, we hope you can enjoy the podcast over lunch or on the move and if you’re inspired and want to find out more, join our community or connect with us on social media @UkEdge.

S1E4: Rethinking Assessment

Edge is proudly supporting the Rethinking Assessment movement which brings together a wide coalition of state and independent schools, Multi-Academy Trusts, FE Colleges, academics and employers to push for change to our old-fashioned exam system. In this episode you will hear from:

• Rachel Macfarlane, Director of Education Services at Herts for Learning, sharing her perspective on why the current system of high stakes written exams isn’t working for students, teachers or employers.
• Professor Bill Lucas, Director of the Centre for Real-World Learning at Winchester University, sharing international examples and models of how assessment can be done differently.