ABSTRACT
[Abstract: This is an account of assessment in schools as a dialogic process in which adults and children treat each other as persons, not merely as performers, in contrast to assessment being seen as for “outsiders” and as contributing to a performative, standardised, educational culture. It is an account in which assessment promotes individuality, community, and the spirit of the school. This chapter presents holistic assessment as entirely possible within conventional mainstream education. Not just possible, but necessary—necessary even for those under pressure to gain the very highest grades. ]
