Educational Assessment System Reform

Iqbal Mohamed Excerpts

Wednesday 15th October 2025 Westminster Hall

[Iqbal Mohamed (Dewsbury and Batley) (Ind)]

It is a pleasure to serve under your chairship, Ms Lewell. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing this important debate. For everybody in this room and every educationalist across the country, the aim is to get the best from every child at every age, from kindergarten through primary, secondary and whatever path they choose to take going forward, whether it is university or apprenticeships. However, where we are with our education system and our assessment system does not help us get to that point. As we have heard, our exam system is pushing young people to their limits. For some, exams are the right tool and they are excited by them—they are built for the exams and will show the best version of themselves—but for many, exams are not that vehicle.

Last summer, nearly two thirds of students sitting their GCSEs and A-levels said that they struggled to cope, with many reporting panic attacks, self-harm and even suicidal thoughts. Over a third of 10 and 11-year-olds said SATs made them feel ill, and more than half worried about their abilities for the first time. Those figures tell us something is profoundly wrong. Our assessment system is damaging the very young people it is meant to serve. We have created an environment where success is defined by performance in a few hours of high-stakes exams, rather than by sustained learning or genuine understanding.

Only around 5% of primary school leaders believe that SATs reflect a child’s true ability, and just 3% think that they accurately measure school performance. Exams are meant to measure learning, not resilience under stress. We need a system that uses a fairer mix of assessment methods, combining exams with course work, project work and modular or digital assessments to better reflect the diverse strengths of every student.

[Warinder Juss]

Does the hon. Member agree that exams do not even test resilience? I consider myself to be quite a resilient person, but I used to hate exams. Even though I retook my A-levels and succeeded in getting them, for years afterwards I used to have dreams about not having passed my A-levels, and I do not think that is an uncommon story.

[Iqbal Mohamed]

I absolutely agree. After my last exam at university, I promised myself that I would never take another exam. Before I became an MP—not since—I had nightmares where I believed I had an exam in the morning and had not revised, which is a common feeling among many.

This debate follows the House’s passing of Third Reading of the Mental Health Bill yesterday. I spoke about remembering the importance of centring young people’s wellbeing and mental health, and how we must create policy and legislation that fits them and their experiences and needs. A constituent recently told me that both her daughters have needed mental health support, primarily because of issues in school and the stress that came with that. The pressures of our education system are part of that picture, and cannot be ignored.

We have heard arguments about some of the benefits of exams, and we should try to find an adaptable hybrid model so that schools can adapt how they test and assess the ability of individual children rather than forcing them down a single, cookie-cutter, regimented process that does not show their capabilities, intelligence or resilience.

Teaching children about resilience has to come from real-world scenarios, and exams that concentrate stresses into two-hour chunks at the end of an academic year do not reflect the realities of life. We all experience stresses, and we should all try to deal with them, but I do not believe, as the hon. Member for Wolverhampton West (Warinder Juss) mentioned, that they help strengthen children’s resilience.

With the independent curriculum and assessment review expected soon, we have a crucial opportunity to rethink how we assess young people. Reform must place wellbeing, creativity and fairness at its heart, because a child’s worth should never be defined by how they perform under pressure, but by the full range of their potential.