Helen Angell, Director of School Improvement, Cabot Learning Federation, UK
It is another extraordinary year. As leaders and teachers in schools and academies have grappled with the complexities of COVID-19, assessment has once more become central to education discourse. The memory of the centre assessment grades (CAGs) process last academic year and plans for teacher-assessed grades this year continue to cause anxiety for students, families and their schools. And so, reflecting on our learning about assessment is timely. We all continue to provide for our students; Year 11 and 13 students returned in September with varying levels of lockdown learning and we welcomed them with care and enthusiasm. We are tackling examination courses with truncated time and have planned for formative and summative assessment to enable all students to access their awards and next steps. We now, of course, face the challenge of teacher-assessed grades (TAGs): assessing all of our students in as fair, acc
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