In Preparing for a Renaissance in Assessment, Sir Michael Barber (Deliverology 101 and Deliverology in Practice, forthcoming) and Peter Hill discuss the current state of assessment, and how new technologies such as adaptive learning, automated marking, and intelligent learning systems can be used to move education from a system of standardized tests to a system where students’ knowledge and attributes are “meaningfully monitored or measured.”
From the Foreword:
For an assessment renaissance to be meaningful, it also needs a total cultural shift within society to accept the different ‘what’ and ‘how’ of assessment. The current mindset of assessment is all about test scores, irrespective of whether the meaning of the test scores is well clarified. In realising the outcomes of the assessment renaissance, there may not always be a test score to contend with. It may just be a series of qualitative descriptions of the extent to which a student may have demonstrated various attributes that cannot be quantified. Can society accept such assessment outcomes?
Barber and Hill offer and eight-part “Framework for Action” for bringing about this necessary renaissance in assessment, which is outlined in the infographic below:
Barber, M. & Hill, P. (2014). Preparing for a Renaissance in Assessment. London: Pearson.
Read the full document, Preparing for a Renaissance in Assessment here: https://research.pearson.com/content/plc/prkc/uk/open-ideas/en/articles/preparing-for-a-renaissanceinassessment/_jcr_content/par/articledownloadcompo/file.res/Preparing_for_a_Renaissance_in_assessment.pdf
Hill, P. and M. Barber (2014) Preparing for a Renaissance in Assessment, London: Pearson.
What is a writ of mandamus in simple terms? / May 21, 2025
Thank you for sharing this insightful article on preparing for Renaissance assessments. I found the section on tailored learning approaches particularly compelling, as it highlights the importance of understanding each student’s unique needs. To add to this, it’s worth mentioning that incorporating formative assessments before the Renaissance assessment can provide valuable data on student progress. For example, using quick check-ins, like exit tickets or one-on-one discussions, can help teachers identify specific areas where students may struggle. This proactive approach not only bolsters student confidence but also allows educators to adjust their teaching strategies in real-time. Additionally, integrating technology tools that offer practice assessments can create a more engaging learning environment. Tools like Kahoot or Quizlet can make review sessions interactive and fun, encouraging peer learning and camaraderie among students. Given the emphasis on assessment in education, it raises a broader discussion about accountability in educational settings. How do you think mechanisms like a writ of mandamus could play a role in ensuring that schools adhere to best practices in assessment and curriculum delivery?
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