Abstract
In 1995 the Queensland state school system moved towards early assessment of children’s progress in reading and writing in the second year of schooling, when children are from 7 to 7?? years old. This paper describes the international, Australian and Queensland contexts for the development of the Year 2 Diagnostic Net. Based on a commissioned critical review of the Net materials (Luke, Land, Elkins and van Kraayenoord, 1997), we then raise a number of crucial theoretical and operational issues about its use in schools for formative assessment and reporting of student performance in early literacy. The paper offers a critical commentary on the Net in terms of its: views of learners and literacy learning; assumptions about assessment; relationships with the current Queensland Syllabus in English; validity and moderation practices; its consequences for ‘at‐risk’ student populations; and the systemic uses and potential abuses of the data.
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