Encourage approaches to assessment that enhance learning as well as test it, that support rather than distort the curriculum and that pursue standards and quality in all areas of learning, not just the core subjects.
What works and what matters: education in spite of policy. Keynote at CPRT’s national conference – Primary Education: what is and what might be. London, 18 November 2016.
Research Review – Assessment, Professor Wynne Harlen.
Harlen, W. (2014), Assessment, Standards and Quality of Learning in Primary Education, CPRT Research Report 1, York: Cambridge Primary Review Trust. For a summary of the report, click here.
Responses to government and parliamentary consultations
DfE performance descriptors for KS1/2: CPRT’s repsonse, December 19th 2014.
DfE’s primary assessment and accountability proposals: CPRT’s response, October 11th 2013.
Key Stage 2 Testing and Accountability Review: CPR’s response, January 20th 2011.
Secretary of State’s Expert Group on Assessment: CPR’s response, January 8th 2009.
Secretary of State’s Expert Group on Testing and Assessment: CPR’s response 2008.
David Reedy, Time for radical change: grammar testing in England’s primary schools, 27th May 2016
Sarah Rutty, Joyless, inaccurate, inequitable?, 20th May 2016
Stephanie Northen, Rigor spagis, 6th May 2016
Nancy Stewart, Baseline assessment – we’re not buying, 18th March 2016
Stephanie Northen, Boycott the Sats, 26th February 2016
Robin Alexander, An ideological step too far, 19th February 2016.
Teresa Cremin, Reading: re-asserting the potency of the personal, 12th February 2016.
Marianne Cutler, Life after levels, November 20th 2015.
David Whitebread, Crisis in childhood: the loss of play, November 16th 2015.
Sarah Rutty, Load and bless with fruit the vines, October 16th 2015.
Warwick Mansell, Test of truth, September 4th 2015.
Warwick Mansell, Can data really define ‘coasting’?, June 19th 2015.
Robin Alexander, Teaching to the text: England and Singapore, March 20th 2015.
David Reedy, Are we nearly there yet?, March 13th 2015.
Iain Erskine, Planning, teaching, assessing: journey to coherence, February 13th 2015.
David Reedy, Teaching or testing: which matters more?, October 10th 2014.
Warwick Mansell, From levels to performance descriptors: labelling by another name?, November 14th 2014.
Robin Alexander, Ministers, evidence and inconvenient truths, November 21st 2014.
CPRT and Pearson
Events and local initiatives
CPRT London Regional Network, Assessment without Levels: A CPRT Schools Alliance Perspective, January 21st 2015.
CPRT London Regional Network, discussion of Wynne Harlen’s research report on assessment, October 22nd 2014.
CPRT South East Regional Network, Waving not drowning in the new national curriculum teach meet, July 2nd 2014.
Alexander, R.J. et al (2010) Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review, London: Routledge, chapters 3, 16, 17, 23, 24.
Alexander, R.J. and Hargreaves, L. (2007) Community Soundings: The Primary Review regional witness sessions, Cambridge: University of Cambridge.
Cunningham, P. and Raymont, P. (2010) ‘Quality assurance in English primary education’, in R.J. Alexander et al (eds) The Cambridge Primary Review Research Surveys, London: Routledge, 767-91. Interim report summary (2008)
Tymms, P. and Merrell, C. (2010), ‘Standards and quality in English primary schools over time: the national evidence’, in The Cambridge Primary Review Research Surveys, 435-60. Interim report summary (2007)
Whetton, C., Ruddock, G. and Twist, L. (2010), ‘Standards in English primary education: the international evidence’, in The Cambridge Primary Review Research Surveys, 461-83. Interim report summary (2007)
Wyse, D., McCreery, E. and Torrance, H. (2010), ‘The trajectory and impact of national reform: curriculum and assessment in English primary schools’, in The Cambridge Primary Review Research Surveys, 792-817. Interim report summary (2008)