The Datafication of Education in England: A Children’s Rights-Based Approach to Human Data Interaction Theory

Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment in England?

“…In fact, the results of this assessment are not published to parents unless requested, and teachers receive minimal feedback. The key objective is to release results at the end of Key Stage 2 to compare baseline results to SATs results (Meechan, 2023).…”

“…There appears to be very little consideration regarding children's initial experiences and wellbeing on entering school and being asked to complete this assessment. The focus on statutory assessment, that is not through observations, is in direct contrast to ECEC culture, values, pedagogy, and practice (Meechan, 2023). In 2018, the British Educational Research Association (BERA, 2018) published a report entitled 'A Baseline without Basis'.…”

“…The report states that there will be "inevitable variations in administration as teachers seek to explain to young children -just settling into school and with no prior experience of test taking -what is required" (BERA, 2018, p.12). Additionally, as this assessment is statutory, there is no space for agency or negotiability on the part of the parent or child in terms of the data they produce (Meechan, 2023).…”

“…Reception Baseline Assessment as another high stakes assessment, equal to SATs as it will be used to baseline the SAT results (Higgs et al, 1998;Meechan, 2023). Examples included:…”

“…In total, 77% of the participants also mentioned the need for observations to accurately assess children's development and the need to spend time talking and interacting with children. In total, 90% of the participants agreed or strongly agreed that they also administered other baseline assessments, for instance Local Authority baseline assessment, which were delivered before introduction of the statutory Reception Baseline Assessment and focus more on observations (Meechan, 2023). This directly relates to findings from research on the 2015 baseline assessment.…”