Abstract
Summary Standard Assessment Tasks (SATs) are used in the assessment of pupil performance relative to the National Curriculum in England and Wales, assigning pupils to one of 10 levels on various Attainment Targets (ATs). This is a criterion‐referenced system, and the conventional reliability measures used in norm‐referenced systems do not apply. This paper discusses the problems involved in aggregating SA T items to give levels, and in measuring the reliability of the outcomes produced. Fitting a simple model to SAT data has allowed reliability measures to be produced which are more relevant to this situation than the single numerical values applied to norm‐referenced tests.
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