My title comes from a comment made by a teacher who attended the first development day for the Teacher Assessment in Primary Science (TAPS) project, an ongoing research programme funded by the Primary Science Teaching Trust and based at Bath Spa University, which develops support for teacher assessment by working collaboratively with teachers. This teacher equated assessment with marking, and explained that their current marking load was so high they could not consider doing more. With many competing demands and recent changes to assessment, it is time to step back from the daily rituals and question the principles behind practices that adversely affect teachers and students. This article considers how to balance the demands of validity and reliability through school self-evaluation, so that assessment can support student learning. Research evidence on the impact of formative assessment, or assessment for learning (AfL), is strong, yet its implementation in schools has a chequered h
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