This paper discusses the effects of nursery school assessment policy on collaboration among staff from different professional backgrounds and between staff and parents. The paper highlights this point by reporting the results of a survey of assessment practices in 30 nursery schools in the Strathclyde Region of Scotland. The issue of assessment has become salient because the United Kingdom has been the site of recent debates on what constitutes a good quality program, and questions about assessment are related to concerns about program quality. In this context, a small scale survey was developed to assess practice in 30 nursery schools. Results of this survey include the following: (1) all schools had staff with teaching qualifications and nursery school qualifications working together, creating certain workplace tensions; (2) despite these tensions, there was implicit agreement among teachers that they must collaborate for the good of the students and their parents; (2) the majority of staff had some influence on policy decisions regarding assessment; (3) collaboration existed in some, but by no means all, assessment areas--different teaching staff assessed different aspects of learning and development; and (4) collaboration with parents is a key part of assessment. Contains 40 references. (JW)