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Dot, slash, cross: How assessment can drive teachers to ticking instead of teaching

Mary Hill

Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative assessment. The findings suggest that accountability demands in self-managing schools, along with school policies, have directed teachers towards more summative practices at the expense of improving learning. Strategies for enhancing learning through revising school and classroom assessment practices are suggested.

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