ABSTRACT
This chapter draws on the authors ESRC-funded project (no. 000 23 2192) in four English Local Education Authorities, which monitored teachers of seven-year-olds in 1991 and 1992 and the development of their assessment practice. The authors describe three models of teacher assessors: ‘intuitives’, ‘evidence gatherers’, and ‘systematic planners’; models which were endorsed by a group of LEA advisers not involved in the project.*
INTRODUCTION
The Education Reform Act (ERA) of 1988 brought about wide-ranging changes in education in England and Wales. Comparable changes were introduced in Scotland and Northern Ireland, which have separate educational systems. A major strand of this reform was the implementation of a national curriculum and national assessment programme.
