The proposal to shift the focus of assessment towards the progress pupils make during the school year does not, in our view, go far enough to address the underlying causes of under-achievement in educational attainment. In particular, there is a danger that "when ready" tests could increase the number of occasions when pupils are subjected to an external testing regime. England is already one of the most tested educational regimes in Europe, if not the world. Yet we do not have the highest educational standards in Europe, let alone the world. As measured by OECD, countries like Finland and Japan provide more effective education for their students; these countries rely less on external testing and more on internal progress testing by teachers which would suggest strongly that there is no direct correlation between more external testing and better educational standards. 

While there will always be a place for tests and mark schemes developed to a national standard, used by teachers throughout the learning period as a progress check on pupils and to align school standards with the national standard, a more radical change, we suggest, is called for. The Institute is of the view that, if we are to provide world-leading education to our students, the use of assessment data aligned to improved assessment processes, systems and teachers' personal capability should be the prime issues addressed in any DfES policy initiative.

The Institute believes that what is required to guarantee effective progress checks on pupils between Key Stages is support for those undertaking assessment in schools and colleges in the form of training and resources,  in a structured approach to professional development. We are aware, from Ofsted reports, that the quality of assessment is variable between schools, and between subject areas within schools. Support to teachers to improve their assessment skills would provide them with better insights into the capabilities of their pupils and enable them to personalise the curriculum and learning experience, as envisaged in Section 4 of Making Good Progress.  More personalised learning would be accompanied by more flexible forms of assessment, which suit the needs of the individual pupil rather than the needs of the education system.  Putting the emphasis on training and support would be a better use of scarce resources and, we believe, would raise the standard of assessment - and thereby of learning and attainment - in the education system.

Professional support for those undertaking assessment is essential. Many teachers feel detached from an assessment system that relies heavily on external testing to the extent where some do not see themselves as responsible or accountable for the assessments they make of their students. This cultural mindset has to change if we are to provide progress checks that are meaningful to the personal pathway of students.

Teachers are poorly served in ITT and CPD in respect of knowledge about assessment and the training required to improve their skills in assessment.  Many NQTs have studied for less than sixty minutes the principles of educational assessment as part of their PGCE studies. Neither does ITT provide students with the assessment tools, techniques or processes so that assessment is seen as a 'secret art' that is handed down from colleague to colleague in school corridors and staff rooms. This cannot be allowed to continue if we want teachers to become more professional at assessment in order to deliver effective and meaningful progress checks.

In short, we need to improve the quality of assessment in schools to realise the objectives of Making Good Progress. Through a structured system of support allied to the process, tools and personal skills required to carry out effectively educational assessment, we can begin to deliver a better quality assessment system that can improve the educational achievements of students.

The Institute of Educational Assessors has developed, in partnership with teachers and the awarding bodies, a Professional Framework of Assessment. This Framework outlines the role, competencies and behaviours needed by those undertaking assessment tasks in the classroom and outside within awarding bodies. Available online at www.ioea.org.uk, The Framework provides a structured approach to the process of assessment and the continuing professional development of those involved in assessment tasks so that, once assessment requirements have been identified, teachers can adopt good assessment practices for the benefit of their pupils.

A structured approach to the development of the skills, which teachers need to make progress checks is missing from the consultation document and needs to be addressed urgently. The Institute would be glad to work with the Department to address this omission.

Over the course of the coming months, the Institute will be outlining a role, purpose and scope for individuals based in schools to take the lead on assessment issues. This would help to address the problems of variability and inconsistency, which OFSTED has identified. The role of centre-based specialists, supported by a programme of professional development from the Institute, would be to provide access to tools, support and mentoring for colleagues. These individuals would also be responsible for quality assuring assessment processes and standards within schools so that a common approach to good assessment practice can be developed between subject specialists and across different subjects. They would ensure that the data derived from assessment is used to improve the teaching and learning process rather than merely for reporting purposes.

The Institute's Framework could also underpin an accredited programme of training and qualifications, delivered by other educational stakeholders which would allow individual specialists to demonstrate to the wider world their assessment knowledge as well as good assessment practices. Trust in the assessment system and, in particular, teachers' ability to make good assessments is essential to the changes which Making Good Progress envisages.

In summary, therefore, the provision of progress checks for students is only one part of the full picture of delivering better educational standards. In order for progress checks to be meaningful we need to improve the system, processes and personal skills, which allow for good assessment practice in schools. This can only come about through the provision of professional support and development for teachers to allow them to become more expert at practising good assessment. By providing access to structured training and qualifications as well as access to exemplification materials, tools and resources we can bring about better quality assessment in our schools on a more flexible and personalised basis. Such an approach would effectively support more personalised learning that allows for the fulfilment of every student's potential in education.