I have publicised this link before, but I am only now beginning to realise that the approaches to assessment outlined here by Daisy Christodoulou are a solution, not only for how to assess pupil performance, but also for reducing teacher workload.
Criterion based examinations, while seemingly logical and fair, have turned out to be anything but, for the reasons outlined in the video clip. They have led to fiendishly complicated checklists and progress tracking systems. They have led to dubious teacher judgements as to whether a pupil has met the criteria or not. Worst of all, they have led to an approach to teaching http://www.pixl.org.uk/ ,which shuns a liberal education in favour of working teachers into the ground with “diagnosis, therapy and testing” and subjecting pupils to a dry diet of ticking off personalised checklists, memorising examination board mark schemes and concentrating on so called success criteria. What is more, this approach conflicts with a growth mindset mentality – if you are only concerned with fulfilling criteria, you are not trying to be the best you can be. Even more damaging, the workload and administration from this approach to teaching and assessment could lead to teachers rejecting examinations entirely.
I am not one of those who would say “abolish examinations”. I think what is needed is a return to norm referencing in all public examinations. That way, education becomes less of a checklist and more about pupils engaging with the content of their subjects. Unfortunately, a generation of teachers and head teachers have become so hooked on “success criteria”, that a lot of persuading would be needed. But I think it could well be the future. Keep going, Daisy!