ABSTRACT
Assessment and recording are areas of teaching which are laden with theory, jargon, controversy and misunderstanding. We should indeed be innovative if we could avoid all four of these, but we shall try to keep them to the minimum. Teachers who wish to find a more detailed theoretical guide to assessment and recording are advised to refer to more specialised works such as Assessment in action (Lee and Dickson 1989). Various publications by the DfEE set out current statutory requirements. These are often clear and are obligatory reading for most teachers as they help to dispel many of the misconceptions in this area of work.
