Abstract
The assessment model adopted by the British Government for the reporting of attainment on the National Curriculum at the ages of 7, 11, 14 and 16 is examined, with particular reference to the nature of the levels defined. The rate of increase of spread of attainment within the cohort over time is shown to be of critical importance, particularly with respect to low-attaining students. A technique for deriving estimates of rates of spread from the norms provided with standardised tests is presented, and the estimates are found to be greater than the estimates of rate of increase of spread used in the formulation of the National Curriculum. Implications with respect to the current legal framework are drawn.
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