Testing? Decades of lost learning

Educational philosopher, A.N.Whitehead suggests that “education is the acquisition of the art of the utilisation of knowledge”. He warns to beware of “inert ideas”, pedantry and routine. How well does that describe what goes on in many schools? He would have strongly objected to the impositions of recent governments and Ofsted, which seems to fall neatly in his category of “external machinery which kills its [education’s] vitality”. Furthermore he asserts that “no system of external tests which aims at examining individual pupils can result in anything but educational waste.” There have been many other brave attempts over the years to break down the barriers to reform, which other countries such as Finland saw as the way forward, but here this was choked by governmental determination to remain in control of the curriculum.

Many schools have been shackled by the twin restraints of a constricting curriculum and a crippling assessment system, held in place by means of a harsh accountability regime?

Fundamental reform of the exam system is needed and will only happen when universities stop insisting on A-level qualifications. Many have already moved to an interview entry process, which gives a much more rounded view of candidates, and an end to A-levels would obviate the need for GCSEs. In addition, as Ofqual have recently said that teachers' assessments and predictions are equally as valid, why continue with exams? This acceptance that teachers are professional and can be trusted can then lead to sweeping away the national testing imposed upon primary age children.

Who thinks school would not then be a happier place for all?