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Cambridge Primary Review
In October 2009, the Cambridge Primary Review was published following three years of investigation into the condition and future of primary education in England.
The Review was required by its remit to identify the purposes which the primary phase of education should serve through investigating the following educational themes:
- Purposes and values
- Learning and teaching
- Curriculum and assessment
- Quality and standards
- Diversity and inclusion
- Settings and professionals
- Parenting, caring and educating
- Children's lives beyond the school
- Structures and phases
- Funding, governance and policy
The report looked into primary assessment and asked: How can we find fair and accurate ways to assess pupils, schools and national trends?
In brief the following recommendations were made:
- Retain summative pupil assessment at the end of the primary phase, but uncouple assessment for accountability from assessment for learning.
- Replace current KS2 English and maths Sats with a system which assesses and reports on children's achievement in all areas of their learning, with minimum disruption.
- Monitor the performance of individual schools and the system as a whole through sample testing.
- Make greater use of teacher assessment.
The CIEA welcomes the Cambridge Primary Review and believes it is a step in the right direction by looking at assessment as integral part of good teaching and learning.
A professionally qualified and supported teaching community is key to delivering more innovative and creative solutions within a revised primary curriculum that are going to unleash the abilities of every learner to ensure she or he reaches their true potential as an effective member of an inclusive society.
The primary review states that professional dialogue between teachers is an effective tool to developing those skills that are at the heart of effective assessment. The Institute would go further and seek to support effective assessment within places of learning by aligning national standards of assessment to local practice so ensuring consistency between learning environments by tackling the issue of variability in practice that Ofsted believe impacts adversely on learning delivery.
The role of the institute is to improve the quality of assessment by providing members access to training, qualifications and resources to improve their understanding of assessment practice. We have launched a new online CPD resource for teachers to help them develop their knowledge and understanding of assessment practice as well as training for the role of Chartered Educational Assessor.