ABSTRACT
The field of assessment has undergone a transformation since the introduction of the National Curriculum, assessment in different forms is one of its central tenets. Like all forms of assessment, the National Curriculum Standard Attainment Tasks (SATs) are open to criticism on grounds of validity and manageability (at the very least), and of being indicative of the political shortsightedness that accompanies the ‘return to basics’ movement. This chapter deals with none of that. It is not a guide to conducting SATs in the classroom or laboratory-others (the National Foundation for Educational Research (NFER) for instance) are better placed to advise teachers on that. Moreover, like all transformations in the happening, firm statements are difficult to make since changes are occurring rapidly, even as we write. Nor does it seem that a ‘steady state’ or stable position will be reached for many years to come, so we do not attempt to speculate about how SATs might interface with other assessment procedures, for example the General Certificate of Secondary Education (GCSE). In this chapter we address what we see to be the essentials: continuous, formative (sometimes summative) assessment by teachers in the classroom, and the communication of the achievements and progress of young people. That is, good assessment starts in the everyday practice of teachers, it has not arisen because of national testing procedures.
