ABSTRACT
The plain truth of the matter is that the more teachers are involved in the assessment of children’s work the better they become at it. They improve in accuracy, their confidence grows and the process takes up less of their time. Thus assessment coordinators have to find ways to encourage their colleagues to practice levelling work and to discuss their judgments against those made by other teachers. You therefore need to try to set up a range of initiatives which will provide staff with a systematic assessment model that they all understand and use on a regular basis.
