This text represents two extracts from a submission to the House of Commons Select Committee's investigation into primary school tests. The first part is a critique of the 2016 tests, particularly the Reading and Grammar tests for 11-year-olds and also the highly regulated 'teacher assessment' of Writing. The second part is a set of proposals for rethinking the whole suite of primary school tests. This includes consideration of how teacher assessment might draw, at the teacher's discretion, on a national bank of test items; and suggestions for sustaining curricular breadth and engagement. |
