Pupil assessment in the primary school : with special reference to the assessment implications in the Education Reform Act 1988

Dann, Ruth Catherine (1991) Pupil assessment in the primary school : with special reference to the assessment implications in the Education Reform Act 1988. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

Abstract

Exploration of developments in the field of assessment illuminates the limited research which has been presented in relation to the interaction of pupils and teachers in the process of formative assessment in primary school classrooms. This research addresses this area and offers illustration, analysis and issues for consideration in developing formative assessment practices. Special reference is made to the relationship of assessment to the curriculum; the role and development of pupil self-assessment, record keeping, negotiation and questioning; and the use of assessment scales and mini-targets. The methodological approaches adopted draw on condensed field work within an illuminative paradigm within three case study schools. Additionally, analysis and evaluation is drawn from observation of, and participation in a Local Education Authority funded three year research project looking into primary school pupil assessment. This gives opportunity to examine some broader policy issues which relate to both school-based practices and national policy developments. The emergence of the National Curriculum and accompanying assessments is probed through literature analysis and a range of perspectives are highlighted which are related to formative assessment practices. The extent to which formative assessment practices can be promoted by assessment related to Attainment Targets is teased out. Although focused on school-based assessment practices, the research offered suggestions for consideration which are of concern to teachers in reflecting upon and developing their practices and also the other policy making bodies whose decisions and policies are important in influencing and shaping the scale and scope of teachers' participation in formative assessment practices.

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