Teacher Assessment in the Inner City at Key Stage 1

Summary

This study examines the experience of national teacher assessment in a sample of inner‐city infant schools. In particular, it addresses the conduct of teacher assessment in the three core curriculum areas of English, mathematics and science, and modifications made for children with English as a second language and those with special educational needs. Two distinct approaches to teacher assessment emerged, with integration into classroom activities occurring in some cases, but frequently separate ‘bolt‐on’ activities being carried out. It is interesting to note that almost all the teachers used two or three standard assessment tasks instead of continuous teacher assessment to assess children’ s attainment. Teachers consistently saw time as a vital ingredient for meeting the needs of children with ‘additional educational needs’ in relation to teacher assessment. The findings are discussed in the context of recent policy developments and in terms of theoretical models of teachers’ approaches to assessment.