UNSPECIFIED (2004) The consistency of baseline assessment schemes as measures of early literacy. JOURNAL OF RESEARCH IN READING, 27 (2). pp. 118-131. ISSN 0141-0423

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Abstract

Ninety-one baseline assessment schemes were approved by the Qualifications and Curriculum Authority for use by schools for the assessment of all children in England in their first seven weeks in school (age 4 to 5 years). Analysis of the content of a sample of 42 of the schemes (comprising all the schemes supplied in full to the researchers) showed considerable variation both in the level of ability demanded and of the content. This paper examines the range and balance of content across baseline assessment schemes with particular reference to literacy, and particularly writing ability. The implications of the variability demonstrated are considered with reference to the purposes of baseline assessment and to political decisions regarding changes from a system of accreditation of 91 schemes at school entry to a single national scheme at the end of the foundation stage scheme implemented in England from 2003.

Item Type:	Journal Article
Subjects:	L Education L Education > LB Theory and practice of education
Journal or Publication Title:	JOURNAL OF RESEARCH IN READING
Publisher:	BLACKWELL PUBL LTD
ISSN:	0141-0423
Date:	May 2004
Volume:	27
Number:	2
Number of Pages:	14
Page Range:	pp. 118-131
Publication Status:	Published
URI:	http://wrap.warwick.ac.uk/id/eprint/8379

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