Introduction

Since the introduction of the National Curriculum in 1988, it is probably fair to say that the issue that has created the greatest tension for primary schools has been assessment. The continual changing of curriculum expectations and assessment requirements, and the more recent demands for the careful quantitative analysis of assessment results to inform decision making, has left many schools uncertain about exactly what is expected of them. This trend has been exacerbated by the recent requirement from the DfEE that schools will be required to set appropriate targets for school, class and individual improvement from 1998. This process is dependent on effective systems of assessment and appropriate processes of analysis being in place. This book explores the changes in assessment practice since the introduction of the National Curriculum, raises questions about assessment that are in the best interests of learners and provide illustrations of effective practice in action.