Inquiry into assessment reform launched

Inquiry into assessment reform launched

Published 1 year ago

APPG launches an inquiry into assessment reform


The APPG for Schools, Learning and Assessment has launched an inquiry to look into the case for assessment reform. We will be inviting written evidence from all interested parties and will also be hosting evidence sessions to further explore the topic. Please find below the terms of reference for the inquiry and details for how to submit evidence. 


The deadline for submitting evidence is Friday 17 March. All evidence should be provided in word document format, be of no more than 3,000 words and be emailed to


Terms of reference 


The inquiry will look to bring together the evidence that currently exists on the need for assessment reform. It will do this through a series of evidence sessions, roundtables and written evidence from stakeholders.  


The evidence sessions will focus on the main areas of assessment and qualification reform: post-16, GCSE, vocational qualifications, primary assessment. These sessions will explore the evidence from a wide range of voices on the need to reform assessment, the problems with reforming assessment and how these barriers could be overcome.  


In relation to all these areas, it will consider such issues as: the effect of assessment on curriculum, with particular attention to breadth and balance;  the relationship between knowledge and skill; the extent to which assessment supports students’ learning; the extent to which the assessment and qualification systems provides a ‘climbing frame’ which enables all students to make progress through the system.   


The evidence sessions will also focus on the relationship between assessment and accountability, with particular reference to primary assessment, and Progress 8.  They will enquire into the extent to which  the pressure of accountability systems on schools has an adverse effect on the well-being and achievement of students and the extent to which the current system supports social mobility and educational opportunity.  


Evidence will be drawn from the work of various and current commissions looking into assessment reform, from education stakeholders, politicians, students and educators. Content for the report will be agreed by the officers of the APPG. 


Supported by an academic researcher, the APPG will produce a report that outlines the need for assessment reform and presents a set of recommendations for the actions government could take to improve the assessment system in England. 


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