ABSTRACT
Precisely what is meant by ‘teacher assessment’ (TA), and how to do it, remains ambiguous. Is TA intended to be primarily summative or formative, or can it serve both purposes? As we saw in Chapter 23 this is a key question, for purpose holds sway over how assessment is perceived by both teachers and pupils. The aim of the present chapter is to explore this question in a practical and positive manner. The underlying theme is to find a way to interpret and use TA in order to enhance our understanding of pupil progress and to enable pupils to achieve their best, as well as using it as the means of straightforwardly reporting ‘level’ achievement of pupils at the appropriate time.
