25th July 2003 at 01:00
Having attended training days and perused marking criteria, I was confident the mythical gap between reading and writing at key stage 2 would, at last, reduce or disappear.

I was, therefore, amazed at our writing test results. Scrutiny of the texts showed incomprehensible marking, with poor scripts getting the same marks as those displaying accuracy and mature use of language. We returned all our English papers for re-marking. At least three other schools in the area have returned most or all of their scripts.

It is obvious that children have not suddenly got worse at writing, or relatively better at reading. The marking or the structure of the tests must be wrong.

L Boztas 18 Alma Road Reigate Surrey

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number


The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now