Abstract
This paper stresses the importance of evaluating schools on the basis of the quality of the relationships developed within them and on the quality of the experiences gained by children, teachers and parents. The writer describes a pilot development scheme in the county of Oxford which is striving to involve students, teachers, parents and employers in the process of assessment. This assessment is criterion-referenced and skills-based, with the emphasis on success rather than failure. The whole emphasis of this assessment is on the progress of the individual child according to age, ability and aptitude.
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