In search of teacher assessment–its place in the National Curriculum assessment system of England and Wales

ABSTRACT

This paper looks at the idea of teacher assessment and its history in relation to the English and Welsh National Curriculum since 1987. The author argues that the way it has been understood and used is ‘almost infinitely flexible’. Furthermore, he suggests that government attempts to cement in place one accepted definition have simply caused confusion. In particular, he shows how some definitions conflate formative and summative purposes. As a result assessment which is central to teaching and learning has become a disputed area of classroom practice and teachers are therefore less positive about its usefulness.

KEYWORDS:

• curriculum history
• national assessment policy
• formative/summative assessment
• the National Curriculum