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Assessment in primary schools: reducing the ‘Sats effect’
By Blog Editor, IOE Digital, on 7 June 2024
Credit: Cavan for Adobe via Adobe Stock.
7 June 2024
This is the final in a mini-series of blog posts about primary education from the Helen Hamlyn Centre for Pedagogy (HHCP) at IOE. Each post addresses key points that are included in a new HHCP briefing paper written to inform debate about education in England as we approach the general election. The four posts are:
- In the hands of new government: the future of primary education in England
- Children, choice and the curriculum
- Hands on learning: a progressive pedagogy
- Assessment in primary schools: reducing the ‘Sats effect’
Assessment plays a key role in any teacher’s work: through formative assessment, teachers understand what children can do and what they need to learn next. This guides how learning is planned and what is taught. However, the current assessment landscape in England is dominated by statutory, summative assessment, where the purpose of the assessment is not to help children learn, but to measure what they can do. This is one part of the education system which, as we in HHCP argue in our new briefing paper, needs a different approach. (more…)
