The Relationship between Teacher Assessments and Pupil Attainments in Standard Test Tasks at Key Stage 2, 1996–98

Abstract

Abstract This article explores relationships between pupil attainments on standard National Curriculum tests at the end of Key Stage 2, teacher assessments, and pupil characteristics of gender, age, English as an additional language (EAI), and special educational needs (SEN) using representative samples drawn from schools in England in 1996, 1997 and 1998. Levels of agreement between teacher assessments and test results were remarkably consistent across all years and all subject areas. In all subject areas, teacher assessments were more likely to be lower than corresponding test results for pupils with SEN compared to their peers. Other pupil characteristics demonstrated only weak associations with extent of agreement. There was evidence that schools have become more similar over time with regard to patterns of differences between teacher assessments and test results. This is suggestive of increased consistency amongst teachers in the way that they interpret and apply the Key Stage assessment levels.