The NFER blog

Evidence for excellence in education


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If you want to learn, ask a teacher

By Claudia Sumner and Sigrid Boyd

The third and final part of this blog series on evidence-informed policymaking looks at the importance of stakeholders.

Involving stakeholders in the development of public policy seems a no-brainer. After all, it is stakeholders who will ultimately interpret, implement and experience policy and they are best placed to anticipate any unintended effects or consequences on the ground. Following the general election, David Bell (who ran the Department for Education under both Ed Balls and Michael Gove and is now Vice-Chancellor of Reading University), said that while evidence will always be interpreted through an ideological lens, ‘the best lessons for politicians come from teachers themselves’. Continue reading


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Is baseline assessment really ‘invalid and harmful’?

By Marian Sainsbury, assessment expert, former Primary teacher, and NFER research associate

As the new baseline assessment policy develops, opinions are quickly polarising. The Department for Education (DfE) is introducing this assessment from September. Baseline assessment will take place in the first six weeks of children starting school and provides a score for measuring a pupil’s progress from the beginning to the end of primary school and beyond. Continue reading