ABSTRACT
Assessment has received a very bad press over the last 20 years. This has mainly been because of the high stakes testing of statutory tests and targets. However, there are signs of interesting new developments including those that build on the formative processes of Assessment for Learning. The chapter presents a new diagram that illustrates the ways that learners are at the centre of assessment which is closely linked to curriculum and pedagogy. The final section of the chapter looks at the different ways that the four nations have approached statutory assessment, and reveals some surprising variation.
