Meeting of the Parliament 19 September 2018
The key point here goes back to the quotation from the OECD that I read out at the beginning of my speech. Essentially, we do not have enough information about learning outcomes and progress. For progress to be measured, we must understand whether children are acquiring the skills that we expect them to acquire at the early level, because if they are not, they will be at a disadvantage in progressing to the first level. Ultimately, that will be compounded and will fuel the attainment gap, which is what we are trying to erode.
The assessments are essential. For the first time, teachers are able to use assessments that are specifically designed for and aligned to curriculum for excellence. For the past two years, I have picked up from teachers around the country that, under CFE, they are not confident in the levels that they should be achieving for their young people. The process has been strengthened by the benchmarks that I have put in place, and the standardised assessments provide consistency and compatibility between authorities so that we can be assured that, wherever a child walks into a school, the teaching profession is working to the same standard across the country.