The Changing Landscape of Assessments with Al Kingsley Transformative Principal 507

Transformative Principal

Al Kingsley has spent the last 30 years in the EdTech space and 20 of those as a school trustee and governor. He is co-chair of Workstream 4 at the Foundation for Educational Development, an organization developing a framework for long-term vision and sustainable planning in England. Al is Group CEO of NetSupport Ltd, an internationally acclaimed EdTech vendor. As a firm supporter of lifelong learning, he is also a regional Apprenticeship Ambassador and Chair of the Employment & Skills board for his region’s combined authority. An active writer about all things EdTech, Al is a member of the Forbes Technology Council and sits on the advisory council for the Foundation for Education Development. He authored a book, My Secret #EdTech Diary, released in July 2021 that is a road map to a new way of thinking about technology in education.

• Many similarities - Local authority schools, state run, and private/independent school.
• Two checkpoints in year 2 and year 6
• Internal (teacher-based) and external assessments (formal assessments marked and moderated externally).
• GCSE - age 16 in a range of subjects.
• Types of assessments
  • Attainment - comparative score
  • Progress - how much they grew.
  • A Levels - final exam before college.
• What is the purpose and the outcome of these measures?
• external serves only 2 measures - certificate of completion or accountability for schools
• Are those results where they are in attainment, or are there other reasons.
• Whether our measure of a successful education is acquisition of knowledge or something more?
• Staff retention
• PISA is suggesting some changes in how to assess students.
• Sugata Mitra ted talk
• NAEP scores for last 15 years - 15–16 jurisdictions in US that were low consistently.
• Educational decisions are made in political cycles.
• We don’t want quick change, we want long term embedded money.
• What are the indicators that might vary the funding for schools?
• Respect and trust our school leaders.
• Who knows our students best? Do we trust those people?
• The skills being acquired in the workplace are actually the things we’re putting more weight on in the world.
• Key skills that could be applied anywhere.
• Education for Human Flourishing
• Aesthetic appreciation -
• How do you measure if people value their learning process at your school?
• Test less and Don’t make the test 100% percent of the assessment.
• Breadth of offerings.

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