What should assessment measure that exams do not?

Written exams are efficient and, when well designed, reasonably fair. But they measure a narrow slice of what we want education to develop. They are less suited to collaboration, long projects, speaking, practical skill, original thinking and persistence.

Some systems use portfolios, oral exams, project work or teacher-based assessment to cover more. Each has trade-offs for fairness, cost, reliability and the burden on teachers. The distinction between formative assessment, used to guide learning, and summative assessment, used to certify it, is part of the discussion.

We are asking readers to propose what should be assessed that is currently not, and how. A good answer would name the capability, explain why it matters, describe a practical way to assess it that is fair across students and schools, and identify the risks: the cost, the burden on teachers and the chance of bias.

Experience from teachers, students and employers who have seen alternatives in practice is especially welcome.