Educational Assessment System Reform

Damian Hinds Excerpts

Wednesday 15th October 2025 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

It is good to see you in the Chair, Ms Lewell. Assessment in education is obviously one of the most important aspects of what we do in education. It gives children a chance to show what they have learned, what they can do, and we want that to be stretching, but also to be fair. Anything that measures our attainment is inherently somewhat stressful. We also want to prepare children for adult life, and part of that is learning to deal with stress and to make it work in a positive direction.

We obviously do not want exams to be overly stressful, and I commend the hon. Member for Hertford and Stortford (Josh Dean) for his work on mental health. He poses this as a mental health question, and it is true that there is an upward trend in mental ill health in children in this country and, by the way, in most other countries in the developed world, although they do not all have the same exam system as us. France and the United States have very different exam systems, with one largely a terminal exam system and the other not, but we see a pattern that is essentially the same.

A linear study and terminal exams give us some important things. They give us consistency, transparency, and comparability across the country. Because the exams come at the end we can synthesise knowledge, so it is not just a test of what someone happens to have learned for a test, but it is putting together different aspects of knowledge. It is not just one big exam. First, there are seven, eight, nine or 10 subjects, and typically two papers and multiple formats—multiple choice, short-form open questions, essay questions, orals and practicals in different subjects. Ironically, if we reduce the number of papers we would increase the high-stakes nature of tests that come at the end of study. It is possible that if we had continuous assessments, we might not get rid of stress but just stretch it out over a longer period because, as I said, any assessment inherently has some stress attached.

Let me talk briefly about younger children, because that issue is different. SATs are not public exams, and no child should ever be put under pressure coming up to SATs. SATs are a measure of schools, not pupils—I promise that when someone applies for a job or university in adult life, nobody will ever ask them what they got in their SATs. That is not what they are for. The biggest effect that they could have is what set a child gets into in year 7. But ironically, as the hon. Member for North West Cambridgeshire (Sam Carling) said, schools do that anyway. Even if we got rid of a high-stakes assessment at the end of year 6, there would still be one in year 7. I repeat that no child should be put under pressure about SATs. That is not their purpose.

I wanted to say a lot, but that is not going to happen in three and a half minutes. I briefly ask the Minister to confirm that Progress 8 is coming back. We have not been able to do Progress 8 for a couple of years because of covid and not having a baseline, but it is by far the better measure—much better than contextual value added or a raw score. Please will the Minister confirm that the Government are not looking at getting rid of handwritten exams done in exam conditions? Those are the best way to guarantee security of assessment and to ensure that handwriting development continues apace.

We should have an open mind on resits. The point about the policy is not to have more people sitting exams but to carry on studying English and maths. That in itself is a good objective, but we should be open about how it is achieved.