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I'm interested in thinking about the efficacy of proxies. Even when we've decided what a good learning outcome looks like, we can still only assess it through some activity or product that necessarily adds in extra elements that may blur the signal. Which proxies are more accurate in their measurement of learning? Can we really know if something has been learned? Does it matter?

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Good point about EY phonics and formal assessments!

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Should we be formally assessing EY children in phonics - are formal assessments started to early or does it prepare them for an academic future full of assessment practices?

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Ofqual are to make MFL marking easier next year, especially French and German, but listening and reading GCSE assessment is still going to be tough for my students. How do I reduce product over process i.e. teaching to the test? My students struggle most with these but I do not want them to dominate my formative assessment strategies and my lesson planning?

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I am thinking of digital storytelling as a new summative assessment format within my Creative Problem-Solving module (Business Studies undergrad) - what do I need to consider to ensure consistency in marking the LOs?

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How effective is feedback for learning? potentially verbal feedback or group feedback (groups according to misconceptions or targets). Could use more peer feedback and self feedback. Trying to improve self awareness and learning how to learn, also to decrease workload for teachers. At the start (just thinking about it currently)

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AFL is getting lost all the way from KS1 to KS5. How do we bring it back?

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In KS4, many pupils struggle to answer exam questions fully and miss out on marks because of this. I want to know if this format of assessment is beneficial to pupils and what can be done to support pupils further.

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How can exam style questions be used in KS3 to support pupils when they reach KS4? Does this have any benefit at all?

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I also wasn't sure whether to look into live AFL - questioning etc. as a second idea  - however I am edging towards feedback (my previous comment) as it is something which I want to improve within my own classroom. I have noticed that some students take the feedback seriously, however, how much the feedback resonates with the students and is useful is something which I am questioning. Is it better to have quick feedback ('live') or detailed but not as frequent feedback in books.

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I was thinking of feedback and its uses. This links to peer and self assessment, how students respond to this and how they respond to teachers feedback.

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For me the paradox is that assessment should assess learning, but too often it becomes a huge stick to beat students and teachers with. The idea of it being a tool for measuring the actual learning of the students is lost. The learner becomes a number and I think that is very dangerous and unethical.  For me, the simple answer is fewer assessments which demonstrate progress. This would give students the chance to learn when they are being assessed on. It would also reduce teacher marking and allow more time for planning better lessons. I don't see why one assessment per term is not enough, particularly in KS3. However, without a massive shift in our current data / target driven world, that is unlikely to change.

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I will start off ..

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when should i start thinking about the multiplication tables test that is going to be introduced in Y4 in 2020?