ABSTRACT
This chapter examines the Special Educational Needs Co-ordinators (SENCO’s) role in leading assessment processes and how a SENCO’s promotion of both formative and summative assessment might enhance inclusion. Summative assessment describes assessment taking place at particular points of time, such as at the end of the academic year or key stage. Summative assessment may be used to provide a snapshot of the achievement or attainment of individual pupils, often in order to report pupil progress to parents. In leading assessment, therefore, SENCOs have a role to play in facilitating practitioner reflections on practice and building a culture of professional enquiry around learners, which use formative assessments as a starting point. Critical triangulation is the use of a range of assessment systems, methods and approaches with an openness to the possibility that they may each reveal different things about the learning undertaken.
