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We are the largest provider of academic qualifications taught in schools and colleges, and we set and mark the papers for around half of all GCses and A-levels taken every year.  \nThe views expressed in this publication are not necessarily those of AQA.  \nThe Future of Assessment  \n2025 and Beyond  \nAyesha Ahmed Anton Béguin newman Burdett Prue huddleston Brian Lightman Tom sherrington Alison Wood  \nEdited by dale Bassett  \nForeword by Andrew hall  \n[aqa.org.uk/assessment2025](aqa.org.uk/assessment2025)[ ](aqa.org.uk/assessment2025)[\\#assessment2025](#assessment2025)  \nAbout the contributors  \ndr Ayesha Ahmed is Research and Teaching Associate in the Faculty of Education at the University of Cambridge  \ndale Bassett is Director of Public Policy at AQA  \ndr Anton Béguin is Director of Research and Innovation at AQA’s Centre for Education Research and Practice, and Director of Measurement and Research at Cito (Netherlands)  \ndr newman Burdett is Head of the Centre for International Comparisons at the National Foundation for Educational Research  \nAndrew hall is Chief Executive of AQA  \nProfessor Prue huddleston is Emeritus Professor in the Centre for Education Studies at the University of Warwick  \nBrian Lightman is General Secretary of the Association of School and College Leaders  \nTom sherrington is Headteacher of Highbury Grove School  \nAlison Wood is Head of Curriculum and Assessment Practice at AQA  \nContents  \n2 Foreword  \nAndrew hall  \n7 Assessment in 2025: a vision for the future  \n8 Towards the future: a blueprint for the next five years  \n10 What is good assessment?  \nnewman Burdett  \n18 Assessing ‘hard to assess’ skills  \nAyesha Ahmed  \n26 How should we assess vocational and practical learning?  \nPrue huddleston  \n36 Assessment in a self-improving system  \nBrian Lightman  \n44 Using exam results to inform teaching and accountability  \nAnton Béguin & Alison Wood  \n54 A National Baccalaureate for England  \nTom sherrington  \n64 References  \nForeword  \nAndrew Hall  \nThis publication is the culmination of two years of debate, discussion and thinking across the education sector about how assessment – particularly, formal assessments taken by 15–19 year olds in England – can and should evolve over the next decade.  \nWe deliberately set out to consider how the system needs to change in the long term, beyond the ‘here and now’ of the current reforms to qualifications and the day-to-day pressure of central accountability on schools. This isn’t about passing judgement on the current government’s policies, or indeed those of any previous government. It’s about acknowledging that our imperfect system has served us well for 30 years – but it will, at some point, need to change if it is to continue to support our young people’s education and safeguard their opportunities to progress.  \nOur starting point, then, was to ask: if we started from scratch, what would we want our assessment system to achieve? What would it look like, and how could it ensure that students are equipped with the knowledge and skills they need? And how might we start to get from where we are now to where we want to be?  \nSince we launched The future of assessment: 2025 and beyond, there has been a huge collaborative effort to answer these questions. At the launch event in November 2013, we asked stakeholders across the system what they thought were the ‘big questions’facing the assessment system. We spent the next year bringing together experts from across the country and internationally at public debates, roundtable discussions and workshops to dig into the issues. Teachers, assessment specialists, policymakers and students  \nif we started from scratch, what would we want our assessment system to achieve?  \nconsidered how they wanted assessment to evolve and discussed ideas in","cbCaiv7QXX2lP1y5","https://ap.wps.com/l/cbCaiv7QXX2lP1y5","pdf",719740,76,"English","# Foreword\n# Assessment in 2025: a vision for the future\n# Towards the future: a blueprint for the next five years\n# What is good assessment?\n# Assessing ‘hard to assess’ skills\n# How should we assess vocational and practical learning?\n# Assessment in a self-improving system\n# Using exam results to inform teaching and accountability\n# A National Baccalaureate for England\n# References","[{\"question\":\"What is the purpose of this assessment vision for 2025 and beyond?\",\"answer\":\"It focuses on how formal assessment in England should evolve over the next decade to better achieve outcomes for students, teachers, and the education system.\"},{\"question\":\"Which challenges and opportunities shaped the blueprint?\",\"answer\":\"Discussions across education stakeholders highlighted major assessment challenges and opportunities, repeatedly returning to the issue of trust across schools, exam boards, government, regulators, parents, and young people.\"},{\"question\":\"What are the key areas identified for change?\",\"answer\":\"The text reports three major change areas: balancing assessment and school accountability more effectively, improving assessment of vocational and practical learning, and using technology to raise assessment validity and reliability.\"}]","The Future of Assessment - 2025 and Beyond | PDF",192]