Abstract
During the COVID-19 lockdown, schools are closed, exams have been cancelled, and teaching and learning are taking an unprecedented form. In this process, two realities are brought to light. On the one hand, the pandemic highlights the widening gaps in society and the part that the educational system plays in privileging students from advantageous backgrounds, and discriminating and marginalising other students who are already vulnerable. On the other hand, it also illustrates that without the constraint and pressure of exams, students and teachers are provided with an opportunity to collaborate and co-create meaningful learning experiences. In this article, the author suggests that the gaps can be addressed and the potential of innovation can be enhanced if post-COVID education is liberated from the system of production, marked by standardisation and supported by tests and grades. To move beyond the tyranny of testing, the author proposes a relational orientation to educational evaluation which is formative and transformative.
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