ABSTRACT
Recognition of the likely benefits to education of a coherent curriculum and assessment system has encouraged collaboration amongst policy-makers, practitioners and researchers in Scotland over the last three decades. This shared aspiration has, however, remained elusive through four cycles of major policy innovation: Standard Grade (14-16), Higher Still (16+), Education 5-14 and Assessment is for Learning. One particularly intractable challenge has been the tension between assessment for learning (AfL) and assessment for accountability. Although a completely coherent curriculum and assessment system still remains elusive, experiences through each cycle have deepened our understanding of what matters in moving from innovative practices to sustainable developments.
