Standard assessment tests have been part of the literacy practice in English primary schools for many years. While educators point to the dangers of "teaching to the test," politicians continue to believe that the best way of achieving accountability is by retaining league tables of these test results. Currently the curriculum is too readily restricted by what can be tested with little time allowed to stimulate children's imaginative thinking. This article looks critically at practice in an English junior school that has been in the top 9 per cent of performing schools and the effect on two Level 5 writers. The author offers a more complex approach for consideration, with herself as the teacher assessor concentrating on what is good in the writing as well as what is weak and offering interactive, followed by remedial, feedback to the writer. (Contains 1 table.)