Baseline Assessment and Monitoring in Primary Schools

Abstract

Monitoring Systems There has been an explosion of interest in monitoring systems around the world and although the evidence for the positive impact of such systems has yet to be established (Visscher and Coe 2002) there can be little doubt that well-constructed, and well-used monitoring systems can be of enormous benefit to the educational provision of children. This article will distinguish different types of monitoring systems and argue that a particular way of monitoring is likely to be most beneficial to pupils. In doing so, it focuses on monitoring which is directly designed to help to improve the educational system by working with teachers, but it starts by looking at the layers of information, and at a Centre which has devoted itself to creating systems of the sort which are of interest to us. Layers of information At the most fundamental level of the education system is the child. It is information about the child and his or her progress, attainment levels, attitudes,

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