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Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.

contemporary issues in early childhood

Assessment of what/for what? Teachers’ and head teachers’ views on using well-being and involvement as a screening measure for conducting baseline assessment on school entry in English primary schools