standard assessment task

Supplemented by individual diagnostic testing, this will replace the current Standard Assessment Tasks in order to raise standards.

This terminology is rooted in the original intention to introduce Standard Assessment Tasks when the assessments were first introduced.

Classroom studies will involve observation and discussion with teachers and children and will include periods of time when standard assessment tasks are being completed.

These are to be called Standard Assessment Tasks (SATs).

National Assessment is a criterion-referenced system involving both internal formative assessment by teachers (T.A.) and external assessments in the form of Standard Assessment Tasks.

On the other hand, statements of attainment had to be precise enough to guide the developers of standard assessment tasks (SATs), and teachers, in their own contribution to national assessment.

The assessment is to be of two basic forms, first the teachers' own judgements of their pupils, based on their work in class, and secondly, the pupils' performances on standard assessment tasks (SATs).

A survey of more than 3,000 primary and secondary school teachers in England showed a vast majority continued to oppose key stage 1, 2 and 3 Sats (standard assessment tasks) tests, a decade after they were introduced by the Conservative government.

Teachers will wonder how they got on without detailed 'programmes of study', 'Standard Assessment Tasks', etc, and 'curriculum managers', like Danish heads, will perhaps be able to take a more relaxed line on managing the curriculum: 'Some see themselves as curriculum leaders, others do not'.

Clearly there will soon come a point where every practising teacher will become familiar with the 'newspeak' of attainment targets, statements of attainment, levels, keystages, programmes of study, standard assessment tasks, and profile components, with none of which any of us was familiar two short years ago.

We do not as yet have full details of the standard assessment tasks which will be used at the ages of seven and eleven and subsequently; if they do not provide a means of screening for learning difficulty, and identifying the nature of the difficulty, a significant opportunity will have been missed.