Abstract
This paper reports on an on‐going study, funded by the Economic and Social Research Council1, on National Curriculum Assessment in English schools. The theme of the paper is how teachers of seven year olds summatively assess achievement in their classrooms. It includes a description of the policy context and the conclusion offers an explanation for the lack of consistency and the variation of approaches across teachers and schools and it considers the empirical evidence in the light of assessment theory. 1REf. ESRC No. R000222373.
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