Mae’r dystiolaeth ryngwladol yn glir: os ydym i godi safonau ar gyfer pob dysgwr, rhaid inni sicrhau bod gennym system asesu ac atebolrwydd gydlynol. Prif ddiben asesu yw darparu gwybodaeth sy’n cynnig canllaw wrth wneud penderfyniadau am y ffordd orau o ddatblygu camau dysgu disgyblion. Eto i gyd, am yn rhy hir, mae asesiadau athrawon yng Nghymru wedi bod yn rhan o’n system atebolrwydd; mae’r llinellau rhwng y ddwy elfen wedi mynd yn aneglur, gan arwain at ganlyniadau nad oeddem wedi’u bwriadu, a’n rhwystro rhag codi safonau ysgolion.
International evidence is clear: if we are to raise standards for every learner, then we must ensure we have a coherent assessment and accountability system. Assessment’s prime purpose is to provide information that guide decisions about how best to progress pupils’ learning. Yet, for too long, teacher assessments in Wales have wrongly been part of our accountability system; lines between the two have been blurred which has led to unintended consequences that can get in the way of raising school standards.