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Home > Reflective Teaching in Primary Schools > 4. Reflecting on consequences > 14. Outcomes > Further reading > Key issues


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Key issues

For up to date reviews of assessment in education, including reviews of relevant research, see these two influential reports:

For a comprehensive and detailed discussion of the examination and testing regime in England and its consequences see:

  • Mansell, W. (2007) Education by Numbers: The Tyranny of Testing, London: Politico Publishing.

Stobart provides an insightful analysis of the effects of a variety of tests and assessment practices:

  • Stobart, G. (2008) Testing Times: The Uses and Abuses of Assessment, Abingdon: Routledge. (Reading 13.6)

James’ comprehensive book covers many timeless assessment issues:

  • James, M. (1998) Using Assessment for School Improvement, Oxford: Heinemann.

An excellent overview of issues to do with equity and assessment, drawing on research from around the world, can be found in:

  • Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement, and Equity, Buckingham: Open University Press.

The Frith and Mackintosh textbook was published nearly 20 years ago but is a comprehensive guide to the technical aspects of testing and assessment.

  • Frith, D.S. and Macintosh, H.G. (1984) A Teacher’s Guide to Assessment, Cheltenham: Stanley Thornes.

Fairness and equity are important issues in assessment and are explored by Gipps and Murphy. Stobart and Gipps have a chapter on these aspects of assessment as well as addressing other important issues.

  • Gipps, C. and Murphy, P. (1994) A Fair Test? Buckingham: Open University Press.
  • Stobart, G. and Gipps, C. (1997) Assessment: A Teacher’s Guide to the Issues, London: Hodder and Stoughton.

The effects of testing on motivation and learning were the subject of a review undertaken by through the EPPI-Centre. The full review is available on http://www.eppi.ioe.ac.uk and the Assessment Reform Group has published a readable summary in a booklet:

  • Assessment Reform Group (2002) Testing, Motivation and Learning, Cambridge: University of Cambridge Faculty of Education. http://assessmentreformgroup.files.wordpress.com/2012/01/tml.pdf

The relationship between assessment and learning in the classroom is re-examined by Dann. Theories of learning and assessment are explored within the context of national tests, and also through the theme of self-assessment.

  • Dann, R. (2002). Promoting Assessment as Learning, London: RoutledgeFalmer.

Theories of learning and particular models of assessment to which they lead are examined in a book edited by Murphy.

  • Murphy, P. (ed) (1998) Learners, Learning and Assessment, London: Paul Chapman Publishing.
  • Pollard, A. and Filer, A. (2000) The Social World of Pupil Assessment: Processes and Contexts of Primary Schooling. Continuum: London. (Reading 14.7)

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