This article examines the many critiques of educational policies concerning the National Curriculum and the standards and testing regimes for pupils and teachers associated with it. It goes on to suggest that there is a danger of educational researchers and policy-makers arguing themselves into a "cul de sac" where an unproductive stand-off may prevail. It is argued that a more productive way forward is to be found in a focus on the "capacity-building" of teachers using formative assessment and double-loop learning as the basis for action. This will present a challenge for teachers as well as for policy-makers.