Assessment

Opportunities for teacher-led diagnostic assessments are being missed amid overreliance on reading ages and standardised reading tests, suggests Alex Quigley

As the latest early years profile results are published, Julian Grenier outlines four key areas of the recent curriculum and assessment review worth interrogating

Ofqual figures show an increase in the proportion of students with arrangements for extra exam time

DfE data shows an increase in the proportion of four- and five-year-olds meeting their development targets – although results are still below pre-Covid levels

Tes chats to International Baccalaureate director-general Olli-Pekka Heinonen during a stop in London as he tries to convince the government to reinstate IB state school funding

The managing director of Ark Schools argues that more reading assessments could help boost outcomes, as her school group’s journey demonstrates

High-stakes tests are piling pressure on to pupils and teachers and government policy risks entrenching an ‘exam factory’ culture, says teachers’ union

If we want to be a truly inclusive education system, the assessment and accountability frameworks that penalise inclusion need to be changed, argues this headteacher

Choosing between exam boards enables schools to reduce exam times to a degree ‘not all that different’ to that envisaged by the Francis review, says Sir Ian Bauckham

Average attainment in the multiplication tables check has risen, and 37 per cent of pupils are now getting full marks

A headteacher explains why putting a cap on the number of exams for students does not mean quelling ambition, but instead offers a better school-life balance

As part of our thought experiment series, Tom Leverage challenges the sector to see past the skewed focus of the race to GCSE grade 4