Background: Working Papers 1 and 2
Introduction to Working Paper 3
1. What outcomes ought we to assess?
1.1 Learning with understanding
1.2 Understanding learning
1.3 Consequences for summative assessment
2. Properties of assessment
2.1 Validity
2.2 Impact
2.3 Reliability
2.4 Practicability
2.5 The relationship between reliabiity and validity and the concept of dependability
3. Pros and cons of summative assessment by teachers
3.1 Summative assessment for internal purposes
3.2 Summative assessment for external purposes
4. The properties of summative assessment by teachers
5. The relationship between summative assessment of students and assessment for other purposes
6. Implications for the role of assessment by teachers in a summative assessment system
References
Appendix Estimated time and direct costs of summative assessment, including teacher-made tests and external tests and examinations in primary and secondary schools in England