‘In terms of attainment there is a
need for new responses which Insights from practice
drive innovation, creativity and
change. At the seminars, school leaders emphasised
We are still preparing a generation that results from assessment must be
for a world that no longer exists. reliable, timely and trustworthy and able to
It is about education for mind be easily interpreted by students, teachers,
power not manpower.’ University parents/carers and employers. Both industry
and educators identified problems with
these aspects at present. For example, the
data is not self-explanatory
_
many parents
2.2 do not understand the concept of SAT levels
Assessment or ‘value-added’; or data may not be in a
format that can be used for a variety for
Assessment emerged as a hot topic. It was purposes, such as to support face-to-face
accepted that this subject is contentious and that discussions between teacher, student and
opening up a debate will challenge deeply parent about achievements and targets.
entrenched beliefs and habits. Respondents
emphasised that assessment must be aligned to Both industry and educators pointed to
the purposes of education and must capture what examples where technology can make a
we wish to value. The consensus was that there strong contribution. As well as the use of
seems to be confusion currently about all of this. specific assessment tools, relevant data can
be generated by day-to-day use of
Industry and educators’ opinion was that education programmes. ICT-based tools have the
should aim to develop the abilities and capacities of potential to motivate and engage students
all students in relation to 21st century demands. in assessing their own learning; and
Assessment focus and methods must fit better with technology-based assessments have the
emerging pedagogy, for example: use of diagnostic potential to save teacher time provided that
information; strategies to foster independent or teachers are appropriately trained and
self-directed learning; learning on Diplomas to comfortable with such data. Schools want to
include work-based experiences; skill development be able to share results with parents/carers
such as problem-solving. Pupil self-assessment and ICT can provide a solution for more
should be better developed and parents and effective communication.
employers might be more involved.
35
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