ABSTRACT
The processes involved in assessment, recording and reporting have received considerable attention in most schools. Yet these processes still create difficulties which mean that schools struggle to develop assessment, recording and reporting formats that are informative and manageable while adequately meeting the needs of all pupils and members of staff. In some schools, it is still possible to find a wide range of approaches being used and, while many of these may be effective in their own right, a lack of consistency across a school has a detrimental effect upon planning and curriculum delivery. Chesworth (1994) demonstrated the value of in-school collaboration in the development of a co-ordinated response to record keeping. As she rightly states, the relationship between assessment, recording, and reporting and all other aspects of the curriculum is a complex one and, for this reason, concentration upon any of these in isolation from the whole process of curriculum development is likely to lead to difficulties and frustrations. In this book, we have tried to illustrate, through examples, some of the opportunities that exist for incorporating assessment, recording and reporting at all stages of the curriculum development process. In this chapter we will consider some of the relationships that exist between these important elements and other aspects of the curriculum.
