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Pupil tests 'should be replaced' Pupil tests 'should be replaced'
(40 minutes later)
Tests for primary school pupils and 14-year-olds in England should be replaced with teacher assessments, a think tank says.Tests for primary school pupils and 14-year-olds in England should be replaced with teacher assessments, a think tank says.
The Institute for Public Policy Research (IPPR) said "too many" pupils left primary school unable to read and write and do mathematics well.The Institute for Public Policy Research (IPPR) said "too many" pupils left primary school unable to read and write and do mathematics well.
It said regular teacher assessments of pupils' work should replace the testing of pupils aged seven, 11 and 14. It said regular teacher assessments of pupils' work should replace the testing of pupils aged 11 and 14.
The report was endorsed by the General Teaching Council for England (GTC).The report was endorsed by the General Teaching Council for England (GTC).
The IPPR report criticised what it called the negative effects of the current testing regime, which included narrow learning, shallow learning, question spotting and risk-averse teaching.The IPPR report criticised what it called the negative effects of the current testing regime, which included narrow learning, shallow learning, question spotting and risk-averse teaching.
It said the testing system encouraged "teaching to the test" rather than providing skills for secondary school.It said the testing system encouraged "teaching to the test" rather than providing skills for secondary school.
The report suggested pupils should be assessed throughout each key stage by teachers - as they are in primary schools in Wales.The report suggested pupils should be assessed throughout each key stage by teachers - as they are in primary schools in Wales.
Respecting teachersRespecting teachers
IPPR associate director Richard Brooks said every pupil needed a solid foundation of reading, writing and mathematics at the end of primary school so that they could make a success of their secondary schooling. IPPR associate director Richard Brooks said parents should get information about how their child is doing from teacher assessment, while sample tests scores of schools would give parents and the authorities an idea of how schools were performing.
The GTC wants to see a reduction in the overload of testing General Teaching Council for England "An end to national key stage testing should make space for better teaching and learning, but it would also mean new assessment responsibilities for teachers," he said. The GTC wants to see a reduction in the overload of testing General Teaching Council for England
"We need a 'new deal' where teachers and heads are respected and held accountable as professionals." "We should have a system where it is simply not possible to teach to the test," said Mr Brooks.
Tests were making it "very difficult" to deliver the kind of teaching that was "sensitive to individual pupils", he added.
In a statement, the General Teaching Council for England said: "We welcome the IPPR's report on assessment - it supports our view that the current regime encourages "teaching to the test" and that tests are being used for too many conflicting purposes.In a statement, the General Teaching Council for England said: "We welcome the IPPR's report on assessment - it supports our view that the current regime encourages "teaching to the test" and that tests are being used for too many conflicting purposes.
"The GTC wants to see a reduction in the overload of testing and is proposing that samples of children are tested at the end of every key stage, to monitor national standards over time."The GTC wants to see a reduction in the overload of testing and is proposing that samples of children are tested at the end of every key stage, to monitor national standards over time.
"We also back the IPPR's call for more trust to be placed in the professional judgement of teachers to use assessment to support pupil learning more effectively.""We also back the IPPR's call for more trust to be placed in the professional judgement of teachers to use assessment to support pupil learning more effectively."
The Department for Education and Skills argues that tests are an integral part of effective teaching and learning. 'Non-negotiable'
It says the Qualifications and Curriculum Authority monitors them to ensure they test a depth of knowledge that cannot simply be instilled by "teaching to the test". The Department for Education and Skills said tests were an integral part of effective teaching and learning and were "a non-negotiable part of school reform".
"They provide valuable objective evidence in the core subjects, helping inform further improvements to teaching and learning," a spokesman said.
"They are not designed to be 'pass or fail' examinations and we have stressed that preparation time should be kept to an absolute minimum and that teachers help children prepare best when they teach the core subjects as fully and effectively as possible."
The department said the Qualifications and Curriculum Authority monitored them to ensure they tested a depth of knowledge that could not simply be instilled by "teaching to the test".