Considering alternatives to national assessment arrangements in England: possibilities and opportunities

Abstract

Background: In this article we address some of the challenges posed by the development of national assessment systems and discuss the need for high quality information on trends in attainment; support for school improvement processes and ways in which learning should be enhanced through valid assessment. Purpose: Key elements are explored, including the need to: monitor national standards; provide accountability data; give feedback to learners, teachers and parents. The dangers of multi-purpose testing are outlined in the context of political and educational objectives and the need to separate out the functions in an educationally valid way are considered. Evidence: Experiences in England are used to illustrate some of the key issues and problems that need to be taken into account when designing effective national assessment models. We refer to the national debate and policy reviews on assessment issues. We also draw on a body of literature related to this field of knowledge. Main argument: A range of possible models of assessment are outlined and their advantages and disadvantages discussed. The aim is to offer potential systems for consideration in an attempt to promote the design and development of assessment processes that will generate valid and reliable data on attainment for individuals, schools and at a national level. Conclusion: The challenge is to find ways of achieving these objectives within a framework of educational quality through the enhancement of teaching, learning and assessment.