This article demonstrates the distortions arising from attempts to impose a rigid set of criteria on teacher assessment. The use of surface features of syntax and punctuation to determine grades created a situation where children's writing became artificial and lacking in interest.
To cite this article
ROS WILSON (2017) Assessment of Primary Writing in 2016, FORUM, 59(2), 195-196. http://doi.org/10.15730/forum.2017.59.2.195
