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Abstract
Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.
Keywords Baseline assessment, performativity, reception class, transition, well-being
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