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Abstract
The focus in this paper is on the curriculum relatedness of the Level Descriptions (LDs) and the extent to which teachers' assessment practice is criterion referenced. Its database derives from the official, statutory documents for English in the National Curriculum at Key Stage 1 and semi-structured interviews with a range of practitioners in six local education authorities in England. The misalignment across the Programmes of Study and the LDs for English is discussed along with the implications for learning of an assessment model that only endorses curricular criteria.