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Assessment of placement in Initial Teacher Education programmes is arguably more problematic than more traditional academic assessment. Students on placement are faced with different challenges in a way that students writing the same essay are not. Some writers have argued that the grading of placement is impossible. This paper analyses essay-based percentage marks and placement-based A to E grades obtained by students following two ITE programmes. The data show separate dimensions of achievement on placement and in essays. However the data also show that the assessment scale is used very differently for essays and for placement with a much larger percentage of high grades given for the latter. The paper concludes that the grades which have in the past been given for placement are not wholly unreliable or invalid but that placement is sufficiently distinct from academic work to be reported separately, using a scale of distinction – satisfactory – unsatisfactory.

The Grading of Placement in Initial Teacher Education in Scotland