Press Release

GTC Chief Executive calls for new approach to pupil testing

19 September 2005

“Exams and tests only measure what can be recalled in isolation, for a limited period of time, under pressure. This is only a small part of learning, and not the skill that we use most of the time working in the real world.

When today’s measurements are long-forgotten, our young people will be living with the consequences of a system that fails to realise the potential of too many of them.”

Carol Adams, Chief Executive, GTC

The Chief Executive of the General Teaching Council for England (GTC), Carol Adams, has called for a new approach to exams and testing that will help teachers prepare pupils better for their life beyond school.

Carol argues that the present system of assessment, with its focus on external tests and ranking, does not support the kind of teaching and learning that will enable all pupils to reach their full potential.

Carol says: “We are constantly made aware that we need to equip young people to be future contributors to our national and global economies.  We want them to be active, informed citizens in an increasingly complex and diverse society. Above all, we need lifelong learners, people who can adapt and update their skills and knowledge to keep pace with change.”

Carol believes that the challenge for teaching is to meet the needs of all learners, and to maximise the achievement of each individual, from the academic high flier to the low attainer, focusing not on what material has been ‘covered’ or taught, but what has been learned and really understood. She argues that the current system of pupil evaluation is not primarily designed to support learning and discourages the kind of teaching which would achieve the most effective learning and best tackle the persistent tail of underachievement. “We urgently need a wake up call about those who leave school after twelve years with little measurable achievement.”

Carol highlights recent research on the impact testing has on pupils’ motivation and learning*, which found that since testing became linked to school targets and league tables, low-achieving pupils had lower self-esteem than before.  It found that the external publication of results, which made the tests ‘higher stakes’ for schools and teachers, discouraged rather than encouraged these pupils to try to improve their achievement.

Carol argues that external tests encourage teaching that transmits knowledge for pupils to learn and reproduce in exams. The GTC has called for increased emphasis on assessment that actively supports broad learning. “This type of assessment is a vital tool for the teacher, informative for parents and of huge value to pupils in assisting their progress. However, at the moment, it is overshadowed by the giant monolith of targets, tests and tables. Teachers are encouraged to use both forms of assessment, but when public reputation, pupil numbers and funding are at stake, it is hardly surprising that the one predominates.”

Carol concludes: “We need urgently to adjust the current acute imbalance between testing for accountability purposes and testing to enhance learning. Today’s students are undoubtedly better at passing tests and exams, or at least some of them. But whether they are receiving the best possible education is another matter. And for many of them the system does not serve their interests well, in spite of the best interventions and efforts of teachers. When today’s measurements are long-forgotten, our young people will be living with the consequences of a system that fails to realise the potential of too many of them.”

*EPPI Review June 2002
“A systematic review of the impact of summative assessment and tests on students’ motivation for learning”

EPPI Review December 2004
“A systematic review of the evidence of the impact on students, teachers and the curriculum of the process of using assessment by teachers for summative purposes.”