ɫèAV

, written by ɫèAV’s Chief Education Advisor Sir Michael Barber and assessment expert Dr Peter Hill, says that new technologies will transform assessment and testing in education.

In a Q&A session about the essay, Barber says, “We are about to see big changes in the possibilities of assessment as a result of technology. Current assessment systems around the world are deeply wedded to traditional testing and exams and, some might argue, are holding us back from potential reforms. We should seize the opportunity and not cling to the past.”

According to the authors:

• Adaptive testing (for example, tests that evolve in real time on screen) will help generate more accurate tests and reduce the amount of time schools spend on testing
• Smarter, automated marking of exams will help improve accuracy and reduce the time teachers spend marking “rote” answers
• Technology will help combine student performance across multiple papers and subjects.
• Assessment will provide on-going feedback, which, will help personalise teaching and improve learning.
• New digital technologies will minimise opportunities for cheating in exams or “gaming the system”.
• The essay argues that current assessment methods are no longer working, so that even the top performing education systems in the world have hit a performance ceiling.

The authors set out a ‘Framework for Action’ that details the steps that should be taken for “policymakers, schools, school-system leaders and other key players to prepare for the assessment renaissance” (1):

1. Think long-term - we don’t know when the renaissance will arrive but we need to be prepared by investing in the capacity to bring it about
   
   
2. Build partnerships - we need to build partnerships between teachers and governments, and everyone working in education and technology
   
   
3. Create the infrastructure - having high quality technological infrastructure at all levels in the system, including at individual schools level, is critical
   
   
4. Develop teacher capacity - invest in developing teachers’ familiarity with both technology and sophisticated assessment
   
   
5. Allow variation in implementation - encourage schools and teachers to innovate with a framework for implementation and learn from the most successful examples
   
   
6. Adopt a delivery approach - make it a priority, plan ahead, ensure routine check-ins with all key players and make clear who is responsible
   
   
7. Communicate consistently - from government and leading educators working together and from school leaders to parents
   
   
8. Apply the change knowledge - our starting point needs to be our knowledge base of what it takes to achieve successful, system-wide change including building a shared vision and learning from pioneers.

Barber and Hill conclude the essay by saying that the significance of the coming renaissance in assessment should not be underestimated and “that it will help secure high standards for all, remove current achievement ceilings and support a focus on… skills vital for living and learning in the twenty-first century.” (2)

(1) Barber & Hill, Preparing for a Renaissance in Assessment, 64.

(2) Barber & Hill, Preparing for a Renaissance in Assessment, 70.

This article is a summary of:

Barber, M. & Hill, P. (2014). Preparing for a Renaissance in Assessment. London: ɫèAV.

Preparing for a Renaissance in Assessment is available to download below. Summary written by Vikki Weston.

Professor Sir David Melville CBE has been appointed as chairman of the ɫèAV Education Ltd board of directors with immediate effect.

A Professor of Physics, David has over 40 years experience of working across the broad span of education to bring to bear on the role. Most recently Vice-Chancellor of the University of Kent, he has served as Chief Executive of the Further Education Funding Council and Vice-Chancellor of Middlesex University. He was a member of the Tomlinson 14-19 Review, the Foundation Degree Task Force and the Foster Review of the Future of Further Education Colleges.

David has been a primary, secondary and academy chair and vice-chair of governors, the Government Thames Gateway Skills Envoy, Chair of Lifelong Learning UK, the Higher Education Statistics Agency, the Learning and Skills Council in Kent and Medway, the University Vocational Awards Council and Higher Education South East.

Sir David replaces Martin Cross, who retired at the end of his term this year.

Rod Bristow, President of ɫèAV UK, said:

“I am delighted that David has taken up the role of Chair. He has already made a very strong contribution to the business in his role as a non-executive director and is extremely well qualified to Chair the board.

“We are all very sad to say goodbye to Martin who has done a wonderful job in the role over a number of years. We wish him well in the future.”

Professor Sir David Melville said:

“I am honoured to be taking over the chair of ɫèAV Education Ltd at a crucial time for qualifications and examinations in this country. I am committed to all forms of educational opportunity and our mission to provide high quality resources and qualifications is central to this endeavour.”

About Professor Sir David Melville CBE

David Melville has over 40 years experience of working in education with involvement in HE, FE and schools. He was Vice-Chancellor of the University of Kent, Chief Executive of the Further Education Funding Council and Vice-Chancellor of Middlesex University. Before that he was a lecturer and later professor of physics. He was a member of the Tomlinson 14-19 Review, the Foundation Degree Task Force and the Foster Review of the Future of Further Education Colleges.

He has been a primary, secondary and academy chair/vice-chair of governors, the Government Thames Gateway Skills Envoy, Chair of Lifelong Learning UK, the Higher Education Statistics Agency, the Learning and Skills Council in Kent and Medway, the University Vocational Awards Council and Higher Education South East, and a board member of the ifs School of Finance, the Higher Education Careers Services Unit, The Place and the Council for Industry and Higher Education.

He has been on the board of Edexcel/ɫèAV Education Ltd since 2005, and is currently Chair of the Kent Surrey and Sussex NHS Postgraduate Deanery and a board member of the Network for Black Professionals, K College of FE and London South Bank and Manchester Metropolitan Universities and is a patron of the 157 Group, Comprehensive Future, the Disabled Sailors Association, Faversham Creek Trust, Faversham Festival and the Thames Gateway Young Chamber. He was educated at Sheffield and Columbia Universities.

We’ve published wide-ranging recommendations in a report that sets out the part we hope to play in building confidence in Britain’s examination system.

The report forms part of ɫèAV’s response to the findings of its “Leading on Standards” consultation which launched in January this year to seek the views of students, teachers, parents, higher education and employers on the future of the examinations system.

The report offers new ways to ensure that the standards debate remains at the centre of education thinking in the UK. ɫèAV is making a series of commitments for action in support of this, including:

• A five yearly, independent and fundamental Review of Educational Ambition which will ensure the British examination system is fit for purpose;
• Enhanced and accredited training and recognition for ɫèAV examiners through a strategic partnership with the Chartered Institute of Educational Assessors and University of Durham;
• A new generation of A levels which set the bar higher, and encourage deeper learning;��
• Independent validation of skills at age 18 in partnership with employers, higher education and other relevant experts.

The report also recommends that teachers are better supported to assess student progress in their classroom rather than in the exam hall. It argues that focus on quantity of exams with students taking large numbers of GCSE’s should be replaced by a more balanced approach to ensure students are equipped for life through learning experiences which are shaped, valued and accredited by higher education and employers.

The report will be launched this evening at Skinners Academy in North London, with representatives from higher education, employers, teachers, parents and students taking part in a panel debate on exams and education.

Rod Bristow, President of ɫèAV UK, said:

“Setting educational expectations high – both for students and those of us who seek to support their learning - is fundamental to getting standards right. Our aspirations and actions need to help build a culture of ambition in British education, shifting mind sets from meeting to exceeding expectations.

“Through these actions and others, we want to work with partners across education to help re-instil confidence in the British examination system, and ensure that the knowledge children acquire during their time at school truly endures and serves them throughout their lives.

“We are making this series of commitments because we know we have an important role and responsibility, but we can't do it alone. We look forward to continuing to work in partnership with all those with a role in British education to raise standards and ensure high-quality outcomes.

“Too much focus on exams risks undermining the broader purpose of education. By acting on the commitments outlined in the report we believe we can help to build a system that fosters a culture which emphasises learning more, rather than simply testing more.

“Young people want to be tested in a way that is more appropriate for the world they live in. We need to ensure the education system is dynamic and ready to respond to changing skills and needs. But it’s not enough to look ahead to a fresh start. We need to rebuild confidence in the way examinations are run, where awarding bodies can be trusted to uphold and drive the highest standards.”

1. The Report makes eight commitments. ɫèAV will:

• commit to fund a Review of Educational Ambition
• seek to build confidence through greater transparency
• recognise and grow the expertise of our examining workforce
• invest to build assessment skills in the classroom
• think beyond exams to encourage more rounded learning��
• create a New Generation of A levels
• exercise our influence as an awarding organisation and publisher to reinforce broad learning
• support accountability methods that better represent the concerns of parents

2. The full findings and details of the recommendations can be found at

3. The consultation was launched on January 31st. Responses were sought via the online document as well as through a series of seminars held in conjunction with the think tank Reform which represented 75 organisations from across education and business.

Rod Bristow, president of ɫèAV UK, has given our perspective on Ofqual’s report, Exam Board Seminars.

Rod said:

“We have always made clear that we believe it is essential that teachers are given support to deliver qualifications, to enable them to give guidance to their students.

“Events of the past six months have however demonstrated the risks associated with this. We have already taken strong action to ensure that the information shared through events and other channels is always appropriate. Many of our events will be online, and all will be recorded, to enable a high degree of transparency.

“These new measures are also reflected in the guidance issued by Ofqual today.”