Baseline assessment: questions but not too many answers

Here's a puzzle for you...

In a fast-changing world, how should a curriculum and assessment system enable all learners to achieve?

Opinions on the kind of curriculum pupils should be taught have tended to become steadily more polarised in recent years.

Poor-quality marking will only become a more serious problem with the coalition’s exam reforms

Schools have lost faith in the ability of exam boards to mark exam papers accurately. If you need a demonstration of that fact, look no further than yesterday’s news that the number of GCSE and A-level papers sent for re-marking rose by 48 per cent to 450,500.
Guides and advice

Grades of uncertainty

A review of the uses and misuses of examination results.


Read more about the National Education Union's (ATL section) views on SATs.

Make assessment measure up

Both the National Union of Teachers and ATL believe that the national curriculum assessment arrangements are in urgent need of reform.

Common ground on assessment and accountability in primary schools

ATL, the NAHT and NUT believe arguments about whether or not schools should be accountable for the quality of education they provide should be consigned to history. The question is not whether schools should be accountable, but how they should be held to account, and to whom.