ABSTRACT
This chapter explores data collection at a teacher, departmental and school level and how teachers have a role in the process. After Laws’ initial announcement of the new accountability and qualifications reforms the government outlined new accountability measures for schools in England. The National Curriculum outlines that every state-funded school must offer a curriculum that is balanced and broadly based. Teachers must also be clear about what they want their pupils to learn in every lesson and that pupils are making sufficient progress. Assessment criteria must be integral to learning and pupils must have ownership of it. The chapter identifies the need to see assessment and marking as: meaningful, manageable and motivating to be effective in the teaching and learning process. The same is true for homework if it is to support the pupils’ learning and not just be a bolt-on task with little relevance to the pupil.
