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Standardised testing has become so ingrained in our educational system that its purpose is rarely questioned. For decades, it has been the method of choice for monitoring educational standards, holding teachers accountable, and ensuring children reach age-related milestones. But the way these tests have evolved—in terms of content, pressure, and the sheer amount of time dedicated to preparing for them—makes me question their true intent.
What are we really measuring? What is the impact of these tests on young people? And who are these tests really for?
A 2020 study by More Than a Score revealed that 73% of parents believe government testing places too much pressure on children. This statistic should give us pause. Combined with the worrying rise in mental health challenges among school-aged children, it seems clear that these tests are no longer serving students as intended. From the Phonics Screening Check to SATs, GCSEs, and A-Levels, every step on the testing ladder becomes a potential stumbling block. Students who falter might face resits, alternative paths, or even rejection from traditional routes to success.
But here’s the thing: success no longer hinges on this narrow pathway. We all know people who have taken alternative routes and thrived—yet the stigma around stepping off the standardised track persists. Why? Because no one is questioning the system itself.
What is Standardised Testing Really Measuring?
At its core, standardised testing measures knowledge retention and the ability to apply it to specific questions. In other words: memory. Yes, some critical thinking and problem-solving are required, but without memorising the necessary information, students cannot excel.
Why, then, do we continue to equate intelligence with the ability to remember facts? Think of the countless stories we’ve heard of highly intelligent and successful individuals who struggled in school—Albert Einstein, Richard Branson, Michael Faraday. These individuals might have flourished in project-based learning environments, driven by their passions. Instead, they were boxed out by a system that prioritised a one-size-fits-all curriculum and categorised students based on their ability to meet arbitrary academic standards.
Yet these individuals were the lucky ones. They found ways to rise above the limitations of the system, carving out paths to extraordinary success. But this isn’t the case for most. For many students, being labelled as underachievers based on test results leads to lost confidence, missed opportunities, and a lifelong belief that they are incapable of success. It’s a systemic failure that wastes potential, when so many could thrive with a more inclusive and skill-focused approach to education.
What Are We Missing?
More importantly, what are these tests not measuring? Creativity, emotional intelligence, collaboration, perseverance, empathy—the skills that truly matter in today’s world. These broader life skills often hold the key to personal and professional success.
In the modern era, knowledge is no longer something we need to retain in our heads. When was the last time you struggled to recall a fact during a conversation? Most of us simply pull out our phones and “Google it.” Knowledge is now universally accessible, and artificial intelligence is making this even more of a reality. So why do we persist in using knowledge retention as the gold standard for assessing intelligence and success in our schools?
Teaching for the test has become the norm. It narrows the curriculum, stifles creativity, and places undue pressure on young people. It forces students to focus on ticking boxes rather than pursuing meaningful learning experiences. The result? A generation of children who are burned out, disengaged, and often ill-prepared for the realities of the world they will face as adults.
Shouldn’t we be asking ourselves whether this system is fit for purpose?
Shouldn’t we be looking at the harm it causes and imagining a better way?
Rethinking Standardised Testing Pathways to Higher Education
If we want to prepare children for the future, we need to reimagine the way we assess their potential. We need to rethink the pathways into Higher Education that don't invovle standardised testing. The world is changing, and our education system must change with it. Instead of focusing solely on knowledge retention, we need an approach that values creativity, emotional intelligence, problem-solving, and resilience. Students should be empowered to develop the skills they need to navigate an unpredictable and fast-evolving world—not just to pass a test.
A crucial part of this change involves rethinking pathways to higher education. Universities and colleges must offer alternative routes for students who thrive outside the testing system. By recognising skills, portfolios, and project-based work as valid indicators of ability, they can create opportunities for a broader range of students. This isn’t just about inclusivity; it’s about ensuring that every young person, regardless of how they perform in standardised tests, has a chance to pursue their ambitions and fulfil their potential.
At The Home School Project, we are working to provide an alternative. Our curriculum is designed to focus on skill development rather than grades. Through project-based learning, students explore their passions, develop key competencies, and learn for themselves—not for a test. We hope to show that young people can succeed on their own terms, and we call on educational institutions to join us in recognising and supporting these diverse pathways.
The time has come to embrace a system that values individual strengths, promotes well-being, and prepares students for a future beyond exam scores.
Let’s work together to create a better way forward.
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