1/ My speech this morning: Assessment – time for a re-think?

2/ Whilst exams are important, an age-old system that relies only on written exams signals that what matters exclusively is knowledge recall.

3/ If this last year has taught us anything, it is that we need to start a debate about significant change to our education and assessment system to foster talent for the future.

4/ So first, I want to reflect on the context and challenges of the current system.

Second, I will explore some examples of “what works” and see what lessons can be learned.

And third and finally, I want to articulate what an alternative vision could look like.

5/ There is widespread concern at the long-lasting impact that this period will have on the ‘corona cohort’ who are completing their education under the shadow of this awful disease.

6/ Building on foundations of the Acland Report of 1911, GCSEs were introduced in the 1980s and have remained untouched since then.

So why do we still rely so heavily on this system?

Their original architect, Lord Baker, has said repeatedly that it is time for an overhaul.

7/ For too long, this argument has been characterised as one of polar opposites.

Between traditionalists and progressives.

Between knowledge and skills.

Between vocational and academic.

I am in support of a “What works” approach, not a one-size-fits-all system.

8/ Recent survey findings from the Edge Foundation found that 92% of parents and 95% of teachers want education to help their children develop a range of skills like critical thinking, creative problem solving and communication.

9/ Amongst young people aged 14 to 19, 84% feel that schooling needs to be more flexible and adapt more quickly as a result of the pandemic.

Employers have been calling loudly for this change too.

10/ My vision is of an education and assessment system founded on three key principles:

A skills and knowledge based system

That is aspirational for all young people

And relevant to the world that we live in

11/ Findings from DfE's Employer Skills Survey, from the CBI and, internationally, from organisations like the World Economic Forum, point to employers looking for skills such as problem-solving, communication, self-management, team working, creativity, numeracy & digital skills.

12/ These are not ‘soft’ skills that come at the expense of knowledge. Indeed, knowledge is only useful where individuals have the skills to interpret and communicate it, and skills are only relevant where young people have a core knowledge to draw from.

13/ For example, the International Baccalaureate is already offered in more than 5,000 schools in over 150 countries.

14/ Second, a system that enables aspirational achievement for all young people.

15/ This means raising individual aspiration for students from disadvantaged backgrounds, as well as ensuring that young people focused on traditional academic routes also have the practical skills they need to succeed.

16/ AI and one-to-one devices can understand a child’s individual learning on a micro-level and adapt assignments based on their individual skills and competencies.
It should be like having a personal tutor at your desk.

17/ As myself, David Davis MP, Sir Anthony Seldon and a host of other parliamentarians, academics and business leaders wrote in the Sunday Times recently, the Government should establish a Special Royal Commission on AI.

18/ Made up of the finest experts, the Commission would help us to understand and prepare the nation for the impending changes that the fourth industrial revolution might have on education, our economy and our society.

19/ Third, an assessment system must be relevant to the world we live in.

Young people should be given the opportunity to learn and develop the full range of skills they need to succeed in later life and employment.

20/ This should link to the real world and be assessed holistically, through a variety of methods such as oral presentations, projects, portfolio work, practicals and group assignments, in addition to written exams.

21/ So, to recap, what rethinking assessment is not.

It is not an assault on knowledge or on brilliant free schools like Michaela.

It is not a progressive attack on standards.

Nor does it undermine the important progress made in literacy and maths over the years.

22/ And given the inequalities that the pandemic has both highlighted and accelerated, I want to open this question to you all.

How can we start a debate to rethink assessment in our country?

23/ This means questioning whether or not GCSEs should become SATs, or whether we establish a baccalaureate at 18, with a wide variety of skills-based and academic subjects.

24/ Parents, teachers, employers and students would welcome Rethinking Assessment and a debate on our education and exam system.

To quote Sir Nicholas Winton, “If it’s not impossible, there must be a way to do it”.