Abstract
ABSTRACT The national evaluation of Key Stage 2 assessment in England and Wales was undertaken in 1995 and 1996 by the University of Bath, together with the University of Aberystwyth, for the School Curriculum and Assessment Authority and the Curriculum and Assessment Authority for Wales. During the same time span, other investigations of varying scope and size were conducted on issues associated with the statutory testing of 11‐year‐old children and its impact on schools. The similarities and differences in methodologies and the findings of six such projects, carried out by agencies differing in size and purpose, are explored, revealing a great similarity of results despite a diversity of methods. These findings are reviewed in relation to other contemporary research, and some suggestions relating to future research methods are made. The article is based upon a paper given at the British Educational Research Association Conference at Lancaster in September 1996, as part of a symposium on research into national assessment across the key stages.
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