ABSTRACT
We have ignored children’s input to their own future at our peril. In the first 1967 ‘School I’d Like’ competition, most entrants clearly came out against exams. Their plea was ignored; instead of the burden of testing being eased over the last thirty and more years, it has consistently grown and become even more entrenched. So here we are, still stuck with that same old exam question popping up in our papers almost every week – are exams an efficient and equitable way of assessing a student’s progress? We continue to ask every expert, except the real experts – the children.
