Jack George

Assistant Head at Aiglon College, Switzerland

Workshop Information:

Assessment is broken, or at least misunderstood. In a time of rapid technological change and growing cultural complexity, our assessment models remain stuck in the past. 

This talk will explore findings from a recent, in-depth study at Aiglon College where teachers described a system in which assessments are inconsistently defined, unevenly implemented, and too often intertwined with pure grading.

It's time to modernise but this doesn't mean outsourcing innovation to edtech firms. Instead, we must trust teachers’ professional instincts and reframe assessment as a collaborative, learner-focused process, not a tool of control. 

Drawing from real teacher voices, audit data, and educational research, this talk will show how feedback loops, student agency, and oracy are undervalued, while AI is cautiously tiptoed around without strategic guidance.

I'll challenge the audience to imagine assessment not as a bureaucratic necessity but as a means of cultivating reflective, resilient learners. 

I'll explore how teachers can harness formative practice, co-create criteria with students, and build department-level cultures of trust and experimentation. 

Crucially, I'll ask - how can we modernise without losing what really matters?

This session will provoke, inspire, and offer a practical roadmap for transforming assessment by teachers, for students, and with purpose

Session Outcomes:

A foray into holistic assessment and, in turn, a modernisation of traditional assessment practices.

Biography:

Jack George is Assistant Head at Aiglon College in Switzerland primarily in charge of curriculum and pupil progress across the Middle School. As part of his recent MBA research he became obsessed with assessment and how it can change to better suit the needs of modern learners.