ABSTRACT

A line has to be drawn between the mass of remembered evaluations of pupils and those that are recorded. Furthermore, a decision has to be made about the information that is to go on to a school record rather than to a record held by the teacher. Pupils need to be taught to judge their own efforts, and keeping records of their progress is one aid to acquiring this ability. In the effort to use assessment not only to monitor and inform, but to help teachers and pupils, profiles have become popular. The London Education Authority record is passed on, and contains not only basic information but often test scores, teachers' assessments and samples of the work of pupils. Elliott's evaluation was that teachers were likely not to use the method devised because of their 'practicality ethic'. It just would not be possible to give the priority needed to the time-consuming recording.