From the editor
Written by: Bill Lucas
6 min read
Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, UK; Co-founder, Rethinking Assessment, UK
Since 1918, success at school in England, Wales and Northern Ireland has been largely judged by means of high-stakes, standardised examinations at the end of secondary education, with the School Certificate for 16-year-olds and the Higher School Certificate two years later. Since then, although the names of these summative, mostly written, tests has changed many times, their intent has hardly wavered.
Eighty years on and there was a significant movement from assessment of learning to assessment for learning in schools (Black and Wiliam, 1998), stressing the power of formative assessment and ushering in a new focus on the many ways in which feedback can improve the quality of learning (Hattie and Timperley, 2007; Collin and Quigley, 2021).
In the last few years, there has been a palpable shift in society’s view of the purposes of school and, ther
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