Since creating the first version of Classroom Monitor over 12 years ago, I have seen both technology and assessment change beyond recognition. Now, pupil trackers come in all shapes and sizes; whether it’s using Excel or a web-based assessment application, you need to do more than just collect data. My founding principle has always been that assessment systems should fundamentally: save time, follow your specific curriculum and engage all your school stakeholders with actionable insights. But how should schools choose the best assessment solution for them?

Over recent years there have been some fundamental changes to the education system in England: a new National Curriculum, the removal of levels in national curriculum assessments and revisions to general qualifications. New, more demanding tests were introduced for Key Stage 1 and 2 in 2016. At GCSE level, revised examinations in English and Mathematics were introduced during that year, with all other subjects coming on-stream over the next couple of years. The more demanding standards, the revised grading system and what constitutes an acceptable ‘pass’ will continue to challenge society over the next couple of years.

A review of Earwig Academic by Umesh Patel, ICT education consultant.

This year, the Department of Education once again decreed that Interim Assessments for KS1 and KS2 had to be supported by teaching evidence: “To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.” (Source: Interim frameworks 2017, www.gov.uk)

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