Most of our common assumptions about assessment are wrong, perpetuating the poorly performing system in which we are trapped

This essay is an extended version of the talk I gave at the Bryanston Education Summit, on 6 June 2018. I must admit that at nearly 15,000 words, it is no quick read. But I hope you will be prepared to take the time to look at it, first, because I think you will find many of the arguments that it contains to be original and perhaps surprising; and second, because I believe that in presenting a carefully argued case against many of our current orthodoxies about assessment, it suggests how we need to move in a radical new direction in our search for solutions to our current problems with assessment.

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