Abstract
This paper presents criticisms of the current approach to assessing children’s writing at KS1, via the use of judgements of best‐fit to descriptors of performance at different levels. It then offers a more detailed and systematic approach to assessment, based on judgements of attainment for seven dimensions and eight levels of writing. These are linked to the existing NC criteria. It is claimed that the new framework has a number of possible advantages and uses.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
