English: Thank you, Cabinet Secretary, for your statement. Donaldson did say, of course, in his 'Successful Futures' report, that dissatisfaction with current assessment arrangements was one of the strongest messages that he received. So, it's good to see that this is being pursued, and I'm a bit fearful of saying the word 'tests' now, after that exchange. It's been given a decent airing, so I won't pursue it too much, only to recognise, of course, what Donaldson tells us, that the frequency of tests should be kept to a minimum in view of their impact on the curriculum and teaching and learning, because the danger is that people are taught to the test and then, all of a sudden, you find yourself going off on a tangent and not maybe focusing on the work that needs to be done. I didn't hear you mention self-assessment and peer assessment in your statement. Clearly, they are important factors in encouraging children and young people to take greater responsibility for their own learning. I know my children have a success criteria that they adhere to when they have homework, where they're given a task that they're meant to achieve, they need to understand how they're going to achieve that, and then how they're going to demonstrate what they've learnt from that task. So, I'm sure you'll be able to tell us about the importance of self-assessment and peer assessment within this context, and teachers have their professional learning passports now - no different, potentially, for pupils in future; I know that Donaldson mentioned e-portfolios and e-badges, even, to record key achievements and experiences, and I'm wondering where we're going on that, whether that's something that you're actively pursuing or not. Your statement talks of an online adaptive personalised assessment, and teachers and leaders having high-quality immediate specific feedback. Donaldson also mentioned, of course, that we should increase the use of digital media and explore the opportunities to improve the immediacy of feedback to parents and carers. So, I'm just wondering whether this could be extended to allowing parents access to some aspects of this so that they can, in real time if you like, track the development of their children. I know many schools use Incerts. Whether there's a public-facing element that could be utilised in that respect, it would be good to hear what your thinking is on that front. Moving to more of an automated online system clearly has its strengths. I'm just looking for reassurance - and I'm sure you'll give it to me - that we won't take our eye off the ball in terms of continually needing to build teachers' capacity to assess, and that we don't just leave it to computers. So, that's certainly something that we need to be wary of. The children and young people committee clearly have been scrutinising implementation of the new curriculum, and we did hear contrasting views about the relationship between designing the curriculum and setting the assessment framework. Some people were saying, 'Well, tell us what you want to assess and we'll design you a curriculum', and others were saying - and more rightly as well, in my view - that a purposes-driven curriculum starts with purposes and proceeds from there. Although your somewhat discombobulated, maybe, response to us in committee that it isn't a chicken or egg, that it's chicken and egg at the same time - I'm not sure whether that's possible, but I'd like you maybe to reassure us now that the sector is getting the clarity it needs about the interrelationship, which we touched on earlier somewhat, actually, so that we can be confident that the assessment processes that we're moving towards are appropriate for the new curriculum and the future that we're moving towards.
Welsh: Diolch i chi am eich datganiad, Ysgrifennydd y Cabinet. Dywedodd Donaldson, wrth gwrs, yn ei adroddiad 'Dyfodol Llwyddiannus', mai anfodlonrwydd gyda'r trefniadau asesu cyfredol oedd un o'r negeseuon cryfaf a gafodd. Felly, mae'n dda gweld hynny'n cael sylw, ac rwy'n ofni defnyddio'r gair 'profion' yn awr braidd, ar ôl y drafodaeth honno. Mae wedi cael ei wyntyllu'n briodol, felly nid af ar ei drywydd yn ormodol, dim ond i gydnabod, wrth gwrs, yr hyn y mae Donaldson yn ei ddweud wrthym, y dylid defnyddio profion mor anaml â phosibl oherwydd eu heffaith ar y cwricwlwm ac addysgu a dysgu, gan mai'r perygl yw bod pobl yn cael eu dysgu ar gyfer y prawf, ac yna'n sydyn, fe fyddwch yn dal eich hun yn crwydro oddi ar y testun ac yn colli ffocws, o bosibl, ar y gwaith sydd angen ei wneud. Ni chlywais i chi'n sôn am hunanasesu ac asesu cymheiriaid yn eich datganiad. Yn amlwg, maent yn ffactorau pwysig wrth annog plant a phobl ifanc i ysgwyddo mwy o gyfrifoldeb am eu dysgu eu hunain. Rwy'n gwybod bod fy mhlant yn cael meini prawf llwyddiant i lynu wrthynt pan fydd ganddynt waith cartref, lle y cânt dasg i'w chyflawni, ac mae angen iddynt ddeall sut y maent yn mynd i'w chyflawni, ac yna sut i ddangos yr hyn y maent wedi'i ddysgu o'r dasg honno. Felly, rwy'n siŵr y gallwch ddweud wrthym am bwysigrwydd hunanasesu ac asesu cymheiriaid yn y cyd-destun hwn, ac mae gan athrawon eu pasbortau dysgu proffesiynol yn awr - yr un fath ag ar gyfer disgyblion yn y dyfodol o bosibl; gwn fod Donaldson wedi crybwyll e-bortffolios ac e-fathodynnau hyd yn oed, i gofnodi cyflawniadau a phrofiadau allweddol, a thybed i ble rydym yn mynd ar hynny, pa un a yw hynny'n rhywbeth rydych yn mynd ar ei drywydd ai peidio. Mae eich datganiad yn sôn am asesiad ymaddasol ar-lein wedi'i bersonoli, ac athrawon ac arweinwyr yn cael adborth penodol uniongyrchol o ansawdd uchel. Soniodd Donaldson hefyd, wrth gwrs, y dylem gynyddu'r defnydd o gyfryngau digidol ac archwilio'r cyfleoedd i wella uniongyrchedd adborth i rieni a gofalwyr. Felly, tybed a ellid ymestyn hyn i ganiatáu mynediad i rieni at rai agweddau ar hyn fel y gallant, mewn amser real os mynnwch, olrhain datblygiad eu plant. Gwn fod llawer o ysgolion yn defnyddio Incerts. A oes yna elfen sy'n addas ar gyfer y cyhoedd y gellid ei defnyddio yn hynny o beth, byddai'n dda clywed beth yw eich syniadau ar hynny. Mae'n amlwg fod yna gryfderau yn perthyn i symud i system ar-lein fwy awtomataidd. Rwy'n edrych am sicrwydd - ac rwy'n siŵr y byddwch yn ei roi i mi - na fyddwn yn tynnu ein llygaid oddi ar y bêl o ran yr angen parhaus i adeiladu gallu athrawon i asesu, ac na fyddwn yn gadael y cyfan i gyfrifiaduron. Felly, mae hynny'n sicr yn rhywbeth y mae angen i ni fod yn wyliadwrus ohono. Mae'r pwyllgor plant a phobl ifanc yn amlwg wedi bod yn craffu ar weithrediad y cwricwlwm newydd, a chlywsom safbwyntiau cyferbyniol am y berthynas rhwng llunio'r cwricwlwm a phennu'r fframwaith asesu. Roedd rhai pobl yn dweud, 'Wel, dywedwch wrthym beth rydych eisiau ei asesu ac fe luniwn gwricwlwm i chi', ac roedd eraill yn dweud - ac yn gywirach hefyd, yn fy marn i - fod cwricwlwm wedi'i yrru gan ddibenion yn dechrau gyda dibenion ac yn bwrw ymlaen o'r fan honno. Er bod eich ymateb braidd yn ddryslyd, efallai, i ni yn y pwyllgor nad yw'n iâr neu'n ŵy, ei fod yn iâr ac yn ŵy ar yr un pryd - nid wyf yn siŵr a yw hynny'n bosibl, ond hoffwn i chi dawelu ein meddyliau yn awr efallai fod y sector yn cael yr eglurder sydd ei angen arno am y rhyngberthynas, a grybwyllwyd gennym yn gynharach i raddau, mewn gwirionedd, fel y gallwn fod yn hyderus fod y prosesau asesu rydym yn symud tuag atynt yn briodol ar gyfer y cwricwlwm newydd a'r dyfodol yr ydym yn symud tuag ato.