ABSTRACT
The problem of deciding criteria for such judgements of worth and choice is a familiar one in the field of assessment research and scholarship, and I deal with it substantively in this volume (see Chapter 3). With regard to my own dilemma, however, I decided to select papers from all stages in my career: from the time when I was a research assistant at the Open University to my present role as President of the British Educational Research Association. I used three criteria. First, the papers should, in my judgement, be worth reading. Second, they should demonstrate significant steps in my work, often associated with key projects (see Table 0.1 ). And third, they should reflect developments in the field as a whole. This last is deeply connected with changes in the education policy context.
