Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills? This report argues that it is possible to reconcile high-stakes assessments and examinations through innovative approaches to testing.
While necessary, assessment based on high-stake examinations often acts as an incentive to teach or study “to the test”. It may thus limit risk-taking by teachers, students and parents, for instance. The problem may be amplified if a system of accountability and incentives uses the results of these examinations and tests to assess teachers and schools. What should be done to ensure that the systems used to assess education systems do not stifle the risk-taking inherent to innovation – and that they foster innovation skills in students.