Whither teachers' assessment: trust in teachers' assessment since the Norwood Review of 1943

Educational assessment is pivotal to the process of teaching and learning, and has become a key element of ‘high-stakes’ school accountability measures in England. The role of teachers in ‘high-stakes’ assessments has changed over time in response to concerns over the efficacy of their judgements in what have become measures of their own performance. Using the work of Foucault as a theoretical framework, this study presents an analysis of these changes from the mid-twentieth century to the present day drawing on data collected before the Covid-19 pandemic. The study examines the perceptions of teachers, initial teacher educators and key-influencers on the levels of trust assigned to teachers’ assessments and the degree to which initial teacher training (ITT) prepares teachers in the theory and practice of educational assessment.

Using a pragmatic mixed methods approach, academic and other documentary evidence are reviewed to develop an analysis of the role of teachers over time. Quantitative and qualitative data were generated through semi-structured interviews and questionnaire surveys with teachers, key-influencers and ITT providers. The findings show that the role of teachers in high-stakes assessments has fluctuated between positions of high trust to one of current marginalisation. The study suggests a power struggle over who controls the assessment system in that contemporaneous social, political and technical forces drive change rather than any defensible notion of ideal educational assessment practice. The study finds important discrepancies between the views of ITT providers and teachers around levels of expertise found amongst ITT providers and schools, but agreement from all stakeholders of the need to improve knowledge and practice in this field.

The study recommends the design of a national curriculum on educational assessment to support initial and on-going teacher education. Further research into workable standard setting and moderation procedures for teacher-based assessments is also recommended.