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Leeds Beckett researcher calls for complete redesign of digital assessments for young children
A Leeds Beckett University researcher is calling for a complete redesign of England's Reception Baseline Assessment, warning that the current digital model could be causing unnecessary distress among young children and failing to accurately reflect their abilities.
Dr Mandy Pierlejewski, Senior lecturer in the Carnegie School of Education, believes the assessment should be replaced with an observational, play-based approach developed by early years specialists and practising teachers.
Mandy’s call follows research examining children's experiences of the Reception Baseline Assessment (RBA), which takes place during the first six weeks of primary school and provides a starting point for measuring pupils' progress through to the end of Year 6.
The study involved detailed video observations of 22 children across two versions of the assessment in 2024 and 2025, including 17 children completing the newer touchscreen version.
Researchers identified behaviours associated with distress, including children covering their eyes or ears, sucking their thumbs, and repeatedly stroking their faces. Some children appeared increasingly uncomfortable as the assessment progressed, while others struggled to understand the digital actions required to complete tasks.
Mandy believes these findings raise important questions about whether the assessment is measuring children's knowledge or their familiarity with technology.
"If a child knows the answer but cannot demonstrate it because they don't understand how to use the touchscreen, we're not getting an accurate picture of their abilities. That raises serious questions about the reliability of the data being collected," Mandy said.
In one example, children were asked to solve a subtraction problem by moving images of leaves on a touchscreen. The research found that translating practical mathematical activities into digital tasks could introduce additional cognitive demands, making it harder for children to demonstrate their understanding.
The LBU academic also raised concerns that the assessment could disadvantage children with limited experience of digital devices, including those from less digitally connected households, as well as children with special educational needs and disabilities and those learning English as an additional language.
She said that the digital format creates an additional barrier at an important stage of children's development, when they are adjusting to a new school environment and building relationships with teachers.
The findings also contribute to a growing debate about screen use among young children, following government guidance encouraging parents to limit screen exposure and prioritise shared, interactive experiences.
Mandy added that the digital assessment contradicts the principles of the government's screen-use guidance, as teachers are required to follow a prescribed script rather than interact naturally with children to explore their understanding.
"The Reception Baseline Assessment doesn't need minor adjustments. It needs to be fundamentally redesigned by people who understand how young children learn and develop. Early years teachers and specialists should be at the heart of that process," Mandy Pierlejewski said.
The LBU academic proposed alternative would involve teachers observing children through play and everyday classroom activities, using agreed developmental criteria to assess emerging skills in areas such as communication, early literacy and numeracy.
Mandy added: "An effective baseline assessment should build on what early years teachers already do well: observing children as they play, communicate and explore. We can gather meaningful information about children's development without relying on formal digital testing."
Although the qualitative study involved a small sample and cannot establish how widely the findings apply across England, it offers detailed insights into children's experiences of the assessment and raises questions for further investigation.
Mandy hopes the findings will encourage policymakers to reconsider the current approach and involve early years professionals in developing an assessment model that is both educationally meaningful and appropriate for young children.
She is also considering further research exploring how children from infancy to age five engage with digital technology across home and educational settings, building a broader understanding of the role screens play in early childhood development.
Find out more about the research.
Mandy’s call follows research examining children's experiences of the Reception Baseline Assessment (RBA), which takes place during the first six weeks of primary school and provides a starting point for measuring pupils' progress through to the end of Year 6.
The study involved detailed video observations of 22 children across two versions of the assessment in 2024 and 2025, including 17 children completing the newer touchscreen version.
Researchers identified behaviours associated with distress, including children covering their eyes or ears, sucking their thumbs, and repeatedly stroking their faces. Some children appeared increasingly uncomfortable as the assessment progressed, while others struggled to understand the digital actions required to complete tasks.
Mandy believes these findings raise important questions about whether the assessment is measuring children's knowledge or their familiarity with technology.
"If a child knows the answer but cannot demonstrate it because they don't understand how to use the touchscreen, we're not getting an accurate picture of their abilities. That raises serious questions about the reliability of the data being collected," Mandy said.
In one example, children were asked to solve a subtraction problem by moving images of leaves on a touchscreen. The research found that translating practical mathematical activities into digital tasks could introduce additional cognitive demands, making it harder for children to demonstrate their understanding.
The LBU academic also raised concerns that the assessment could disadvantage children with limited experience of digital devices, including those from less digitally connected households, as well as children with special educational needs and disabilities and those learning English as an additional language.
She said that the digital format creates an additional barrier at an important stage of children's development, when they are adjusting to a new school environment and building relationships with teachers.
The findings also contribute to a growing debate about screen use among young children, following government guidance encouraging parents to limit screen exposure and prioritise shared, interactive experiences.
Mandy added that the digital assessment contradicts the principles of the government's screen-use guidance, as teachers are required to follow a prescribed script rather than interact naturally with children to explore their understanding.
"The Reception Baseline Assessment doesn't need minor adjustments. It needs to be fundamentally redesigned by people who understand how young children learn and develop. Early years teachers and specialists should be at the heart of that process," Mandy Pierlejewski said.
The LBU academic proposed alternative would involve teachers observing children through play and everyday classroom activities, using agreed developmental criteria to assess emerging skills in areas such as communication, early literacy and numeracy.
Mandy added: "An effective baseline assessment should build on what early years teachers already do well: observing children as they play, communicate and explore. We can gather meaningful information about children's development without relying on formal digital testing."
Although the qualitative study involved a small sample and cannot establish how widely the findings apply across England, it offers detailed insights into children's experiences of the assessment and raises questions for further investigation.
Mandy hopes the findings will encourage policymakers to reconsider the current approach and involve early years professionals in developing an assessment model that is both educationally meaningful and appropriate for young children.
She is also considering further research exploring how children from infancy to age five engage with digital technology across home and educational settings, building a broader understanding of the role screens play in early childhood development.
Find out more about the research.
