ABSTRACT
Assessments may be constructed in a variety of ways for a range of purposes, depending on who decides the nature and content of the assessment. The outcomes of assessment are important in terms of what these are used for and what these mean for learners, teachers and other stakeholders. This chapter looks at numerous types of assessment in education. The current centrality of the assessment debate in England can be seen in concerns expressed about baseline assessment and 'readiness' of the youngest of students, even at age four. In the chapter, a singular assessment is proposed to be administered to all, irrespective of the pupil's date of birth and irrespective of the diverse experiences of the learner to provide 'reliable' data. Such moves of policy and government meet with strong opposition from educational research quarters while the teaching profession appears unable to offer an alternative response due to the performative demands of targets and funding.
