ABSTRACT
This chapter presents a two case studies represent two levels of policy-making. The first is by Margaret Evans, an advisory teacher with responsibility for coordinating in-service on assessment for primary teachers within the large Local Education Authority of Essex. The second contribution comes from Stephen Benyon, the headteacher of a primary school within that authority, and describes his attempts to structure a policy for his school based upon the advice offered within his LEA. Participation in local authority working parties, cluster groups and school-based discussion about assessment has certainly proved a worthwhile experience for many teachers, however, and has contributed significantly to their own thinking and personal development. Reaction to the demands of the National Curriculum and its assessment resulted in an immense amount of activity in Local Authorities throughout the country. Formative assessment was seen to be a natural part of the learning process and not an extra activity during the school week.
