Primary School Testing (Hansard, 25 July 1991)

§ Mr. Lang

A pilot round of tests in English language and mathematics was scheduled to be taken by primary 4868W and primary 7 pupils between 1 March and 30 April this year. Overall about one third of eligible children sat tests, the figures for individual education authorities ranging from virtually 100 per cent. to under 5 per cent. The returns from the two largest authorities were both very close to the average.

A detailed evaluation of the pilot round of testing in over 100 schools has been carried out by a panel of moderators led by a former Chief Inspector of Schools. This was published on 23 July and I have arranged for a copy of the report to be placed in the Library of the House. This report confirms the quality of the test material and the practicability of administering the tests without significant disruption to class or school routine or distress to the pupils involved. At the same time the report makes a number of detailed recommendations. These focus particularly on the extent of introduction necessary by teachers for some test units and the procedures for marking the writing tests which proved to be over-elaborate. Other recommendations concern the assembly and organisation of resources and materials.

In the light of this report and of other comments made I have decided that testing of primary 4 and primary 7 children in English language and mathematics remains an important part of pupil assessment, and that the arrangements for its conduct should be altered to meet representations which have been made and to remedy shortcomings which have been identified. Amending regulations are accordingly being laid before the House today which will govern primary testing for the school session beginning next month. These regulations introduce two changes to the arrangements which applied to the pilot round.

First, testing will be permitted throughout the course of the school session instead of during the fixed period 1 March to 30 April. This change has been urged by representatives of education authorities, teacher organisations and parents. It will allow the tests more easily to match the school's own curricular planning, will facilitate school organisation and management and will allow tests more clearly to serve the purpose for which they are intended: to provide a measure of each pupil's progress. The last date for ordering test units is adjusted accordingly.

Secondly, the requirement to provide a summary of test results to school boards is modified to require such a summary to be presented only where this can be done without identifying the results of any individual pupil. This change responds to concern that the previous wording might inevitably have required the disclosure of individual pupils' results where the summary related to classes in very small schools.

A new document about test arrangements is also in preparation for the 1991–92 round of tests. This will take account of the more detailed observations and comments contained in the evaluation study and in representations which have been made from other sources.

Testing has been the subject of considerable misunderstanding and misrepresentation since it was first announced as part of the 5 to 14 development programme in the consultation document, "Curriculum and Assessment: A Policy for the 90s". The changes now being introduced are intended to meet concerns which have been expressed. I hope they will be viewed in that light and that education authorities, teachers and parents will now join in ensuring that testing takes its place as an established and 869W valuable element in the 5 to 14 programme, which itself has been very well received. As the citizens charter recognises, test results are an important element in the reports on their children's progress to which all parents are entitled.

It has also been represented by the Convention of Scottish Local Authorities and others that the stock of test units might be expanded so that they may be used at all stages of primary and early secondary education to confirm the accuracy of a teacher's assessment of a child's achievements. I am attracted to this suggestion and hope that in collaboration with education authorities it can be further developed.

A number of commentators have likewise asked for attention to be given to supporting those children whom the tests show as experiencing difficulty in one or more aspects of language and mathematics. I am anxious to respond to these requests. The Convention of Scottish Local Authorities have been asked for their views on how resources for learning support might best be deployed for this purpose. I have also asked the Scottish Office Education Department to review the diagnostic tests needed to help identify with greater precision the support needed for any particular pupil. That work is currently under way.