Abstract
As from February 2001 all new entrants into teaching in England have been required to take and pass skills tests in the fields of numeracy and literacy before they are allowed to move on to the school-based induction phase of their training. These computerised tests were preceded by a paper-based numeracy test. In light of the considerable concern about the impact of the tests, we undertook a small pilot study consisting of interviews with a range of relevant people and written responses elicited by our letter to the Times Educational Supplement announcing our study and inviting contributions. Based on this data, our article focuses on: the origins and rationale of the tests; student and tutor response; institutional procedures and support for student teachers taking the test; issues of equal opportunities and social justice; technical requirements of testing; and implications for the recruitment of teachers. The conclusion that we draw is that there are major flaws in this recent example of 'fast policy' that may have serious implications for the future shape of the teaching workforce.
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