Abstract
Abstarct Based on work in an action research project in diagnostic assessment, it is argued that there are two sets of problems associated with introducing diagnostic assessment in schools. The first concerns existing practice in the schools themselves. This includes practical problems such as the lack of existing assessment policies, lack of teachers’ assessment skills and existing assessment practice, as well as sociological problems from both external and internal influences. The second set of problems came from diagnostic assessment itself and includes the appropriate foci, the origin of the foci, nature of feedback, reasons for assessment and management requirements. The conclusion is that unless a favourable environment is created within which these problems and tensions can be dealt with, diagnostic assessment is likely to be misunderstood and misused.
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