ABSTRACT
In a number of schools a policy vacuum (or at the very least a considerable policy confusion) exists with reference to assessment, recording and reporting. According to Campbell’s (1993) research team who looked at infant teachers at work
undertaken by primary teachers. This seminal research recommended that the normal expectations for recording and assessment needed to be clarified, for example the frequency of observation of pupils, the frequency of recording, the numbers of pieces of pupil’s work needed for a comprehensive portfolio. They recommended that to do this schools will need to develop their own policies rather than wait for government decree. Soon after this
work was published Sir Ron Bearing was appointed to rescue the National Curriculum and assessment in practice but many schools still flounder in their attempt to gain a concerted whole-school approach to the subject.
