The pandemic continues to highlight issues of parity, validity and relevance in the current preferred models of assessment across education.

This spotlight provides opportunity to question ideas of a one-size-fits-all approach to education.

The current momentum to seek out viable models of assessing acquired skills and achievement for learners in a reflective and considered manner, creates the ideal time to explore the potential for progression towards holistic forms of learning, teaching and assessment.

For society to meet the challenges of the future, and more importantly, the future of work, creativity, resilience, communication, problem-solving, independence of thought, and the ability to empower others are critical skills.

Yet many of these ‘softer’ skills are rarely fairly measured by traditional methods of assessment.

Events such as the pandemic hold a mirror to traditional structures and can become a catalyst for change.

In this case, a long-overdue overhaul of the education system, where new measures, centred on teachers’ knowledge, assess young people on an ongoing basis, rather than through a regimented system of testing and examinations across a wide expanse of content-driven subjects.

It is time for the UK education system to take a more robust and holistic approach to learning for all ages.

That’s why we’re campaigning against baseline testing of young children. Particularly now, entering such a high-pressured system of testing doesn’t accurately measure young children’s progress and can have a damaging impact on their mental health.

What children really need right now is play and support as we adjust to a post-Covid world.

Karen Chetwynd

Director of Academic Quality and Partnerships

Montessori Centre International

London