Assessment Policy

The Future Of Global Assessment

The Next Generation Assessment Conference in Manchester discussed the development of assessment policy in England and around the globe.
Male teacher helping secondary pupils in class

As England reconsiders its approach to assessment, what can we learn from best practice around the world? This was the topic of our second panel discussion at the Next Generation Assessment Conference in Manchester on 18 March. Chaired by Rosie Clayton (Rethinking Assessment), four experts offered a glimpse into how their organisations are rethinking assessment in a global context.

Michael Stevenson – Senior Consultant, OECD

Michael Stevenson opened with an exploration of PISA assessment, which, over the past 25 years, has become a dominant force in global education standards. While PISA offers a way for nations to benchmark their education systems, he said it has also focused on evaluating 'education for jobs' at the expense of more holistic skills.

Subsequently, the OECD – which oversees PISA – is evolving its assessment approach towards more formative (learner-focused) over summative (accountability-focused) assessment. It is also integrating digital learning environments to ensure education and assessment remain fit for the modern age.

In addition, the OECD is developing a new ‘Education for Human Flourishing’ framework to nurture skills like creativity and compassion. This will empower young people to replace broken economic, social and organisational models and put meaning back into their lives.

<--- The article continues for users subscribed and signed in. --->

Enjoy unlimited digital access to Teaching Times.
Subscribe for £7 per month to read this and any other article
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs
Subscribe for the year for £70 and get 2 months free
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs