The ways in which teachers and head teachers integrate external summative testing and formative assessment practices were explored by means of a questionnaire survey and a small number of case studies. A clear distinction was found between end of key stage tests and optional tests in the extent to which they could be used directly to support teaching and learning. Within the current context of high-stakes external testing, it was found that, although qualitative information from formal tests was proving useful at school and class level, potential benefits for individual pupils were not being fully realised.

The NFER also gratefully acknowledges the advice given by members of the project steering group and the assistance of the College Board and Educational Testing Services for providing and scoring the SAT Reasoning Test TM .

What makes a good Early Years Standardised Assessment now that the government has pushed to reintroduce baselines at the start of reception year? There are three key factors in all good systems.

The publication of the new primary national curriculum gives schools a great opportunity to make a gradual transition to the new programmes of study. Catherine Kirkup offers some pointers

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