ABSTRACT

This is more evident in a classroom situation when the teacher carries out a focused assessment with a group of pupils than it is when an End of Key Stage test is administered. With the former the teacher can observe, question and analyse responses to the activity, assessing both process and product, whereas with the latter only analysis of the product is possible. But in both cases the teacher assesses by analysing and drawing conclusions about a pupil's abilities, approaches and attitudes by drawing upon her previous experience with other pupils and her understanding of both the curriculum and the pupil's development.