Internationally a great deal of attention has focused on improvements in assessment practice (OECD, 2005; Montgomery, 2010). However there remains a tenuous relationship between research, policy and practice (Black, 2001; Black and Wiliam, 2005). Effective sharing of pupil assessment information between teachers at points of transition (between stages/sectors and providers) has proven a particular challenge internationally (Galton, Gray & Rudduck, 2003; van Ophuysen, 2009). The issue of sharing standards is one of particular significance in a number of European countries at present, both those that have had national standards for some time, e.g. the four countries of the UK and countries moving towards this approach, e.g. the new standards in Austria.

This paper begins by reflecting on how ideas of sharing standards have developed in a number of European countries with differing assessment traditions and the challenges faced by each. It then focuses on evidence from a study investigating developing approaches to sharing standards in one small country, Scotland. Finally, the paper uses this case study as a lens through which to reflect on challenges for European standards movements.

 Curriculum and assessment are at a point of transition in Scotland. The new school curriculum (3-18 years), Curriculum for Excellence, was implemented in all schools from August 2010 and is supported by a national Framework for Assessment (Scottish Government, 2010). A National Assessment Resource and national system of moderation are being developed to help teachers achieve consistency and confidence in their professional judgments.

As schools work with the new curriculum, new opportunities are presented for school-university collaboration. The case study offered here reports research undertaken by a university team working with local and national policy communities and school clusters in four education authorities. The following questions are addressed:

·        How do schools currently share information on learning at points of transition?

·        What factors enable effective sharing and use of assessment information?

·        What factors inhibit sharing and use of assessment information?

·        How can the National Assessment Resource promote the development of shared understanding to improve continuity and progression at transition?

The study is informed by previous international research on processes of educational change or ‘policy enactment’ (Senge and Scharmer, 2001; Hayward, 2010; Hayward & Spencer, 2010; Braun et al, 2010). Approaches to curriculum reform that have endeavoured to ‘engineer’ change through top-down policy prescription and the production of ‘teacher proof’ materials and resources have tended to overstate the degree of control that is attainable within school settings. This research draws attention to the critical role of teacher agency and pupil voice within reform strategies.

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