Holistic approaches to assessment

In recent years there has been much debate on approaches to assessment, with many arguing that the current system is no longer fit for purpose. Are, for example, pencil and paper tests at 16 and 18 equitable or useful for determining students’ ability to apply what they have learned? Why do we only measure individual performance, rather than skills such as teamwork and collaboration? How can assessment be used to enable all learners to thrive? 

These questions and more are explored in the summer 2024 issue of Impact, guest-edited by Professor Bill Lucas. Building on these themes, this webinar on holistic approaches to assessment includes presentations by Fran Wilby on how learner profiles could unlock changes to assessment in schools, and Alex Tomkins on assessing progress in special schools, followed by a Q&A session chaired by Bill Lucas.

Professor Bill Lucas, Director of the Centre for Real-World Learning at the University of Winchester. He is a writer, speaker and education reformer.

Bill’s research focuses on understanding those dispositions for learning which help people succeed and flourish in life, how they can be cultivated and how evidenced. Bill is chair of the advisory board of the Global Institute of Creative Thinking, co-chair of the strategic advisory group PISA 2022 Creative Thinking Test, curator of Creativity Exchange and a Commissioner for ICAPE. The model of creative thinking developed by Bill and colleagues is now used in more than thirty countries across the world and was the stimulus for a four year study by the OECD. In 2019 Bill co-authored the Durham Commission on Creativity and Education and, in 2020, Bill co-founded Rethinking Assessment.

Bill is a prolific writer. Recent publications include Creative thinking in schools across the world: a snapshot of progress in 2022 and A field guide to assessing creative thinking in schools. His acclaimed critique of the education system, Educating Ruby: what our children really need to learn, written with Guy Claxton, asks challenging questions about the future of education. Bill’s latest publication is Creative Thinking in Schools: a Leadership playbook.

Alex Tomkins, Headteacher, Greenside School

Alex is a Headteacher of a special school that specialises in the education of children with a range of complex needs, including Autism and Severe Learning Difficulties. Alex also advocates for research informed practice and understanding the lived experiences of our children. Alex is currently completing a Doctorate focusing on educational assessment in special schools. Demonstrating that ‘simply knowing’ a child is paramount to making the right decisions for their future.

Dr Fran Wilby, Project Manager Rethinking Assessment 

Dr Fran Wilby is National Lead for Programmes and Partnerships for Rethinking Assessment working with schools, education professionals and researchers to make the case for change, and provide effective tools and solutions for teachers and leaders. Previously, as Head of International Implementation with Lumiar Education, Fran led the training and development of teachers to implement a project-based methodology in progressive and traditional schools. She designed and delivered training, designed curriculum and project content. She is passionate about redesigning education and was Head of Education for the first UK Lumiar school. Previously Fran worked in Higher and Further Education.

Shireen Babul Lalji- Teaching and Learning, Bigland Green Primary School

Shireen Babul Lalji supports Teaching and Learning at Bigland Green. She has taught in Tower Hamlets and North Kensington over her career. She is a Literacy and Phonics Specialist.

Elena Rodigan- Inclusion Lead and Assistant Headteacher, Bigland Green Primary School 

Elena Hunn Rodigan is an Assistant Head Teacher and Inclusion Lead at Bigland Green School. She has taught in Hackney and Tower Hamlets over her career. She is a qualified SENCo.

Read the articles written by our speakers:

• Using Lesson Study principles in a special school to improve teaching and learning by Alex Tomkins
• Rethinking assessment: How learner profiles can shift the debate towards equitable and meaningful holistic assessment by Dr Fran Wilby
• Transforming assessment principles and practices through collaboration: A case study from a primary school and university by Jack Bryne Stothard, Charlotte Mosey, Elena Rodigan and Shireen Lalji
• From the editor by Prof Bill Lucas

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