We must ditch statutory assessment altogether at key stage one in our schools

“We must ditch statutory assessment altogether at key stage one in our schools. We cannot have two high stakes tests for young children.”
Quote by NAHT general secretary Russell Hobby

Even before ‪OUR unprecedented #‎KidsStrike3rdMay‬ YOU have helped give the NAHT the confidence to make this amazing statement.

We are also seeking more details on what this means for 2016 and OUR children who are about to sit SATs in addition to the full meaning of the following from yesterday:

“Conference has passed Motion 5. Conference calls for a full review of assessment at all stages & no publication of 2016 results. Passed 99.6%”

For more details of this statement please see this TES article and please remember that EVERY ONE OF YOU who supports #KidsStrike3rdMay on Tuesday will be making a difference!

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2 thoughts on “We must ditch statutory assessment altogether at key stage one in our schools

  1. As an ex teacher I know that assessment will NEVER improve standards. All it does is to create unnecessary stress in the youngsters who will think they have failed simply because their best is not up to the high standards that government are setting in their hidden agenda to denigrate the teaching profession. Some of the most distressing times I have spent whilst teaching have been whilst trying to support children who are almost suicidal because they have not scored top marks in everything. I know youth counsellors who are swamped with kids stressed out of their minds in the run up to SATS etc. I fully support your campaign but would respectfully suggest that as well as the action your members are taking you should also use your power at the ballot box to ensure that you elect MPs who will put the health of our children & grand children first.

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  2. Parents want league tables for schools, but do not want their children being tested. Solution: test schools, not individual children. Make tests anonymous: scripts should not have students’ names on them and should be marked externally. The school gets a score (which can be used in league tables) and a summary feedback, but no information on performance of individual students — hence no pressure on kids, no fear, no expectation of failure. This would keep parents and their children happy. Of course, design of summary anonymised tests is different from individual tests and needs some thought.

    This system was used in some countries, and was quite effective. If run insensitively, anonymised tests could be painful for teachers. But perhaps the procedure could be appropriately adapted?

    Why not have a discussion of this approach and a few pilots?

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