The assessment of the National Curriculum has evolved from the
first blueprint of the TGAT Report through a series of policy
decisions and early experience of implementation. The pace of
change, the complexity of the proposed assessment system and the
political rhetoric associated with it have served to confuse and so
obscure the trends in policy and practice. This book offers an
account of that system and explains why it is now emerging in a
substantially different form from that envisaged by its
originators.
General
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