ABSTRACT
If a school policy and individual schemes of work for environmental education are to be implemented successfully, then appropriate arrangements for assessment and evaluation must be in place. Progression in the theme can only be achieved through planned programmes of study which are devised and monitored to take account of the cross-curricular nature of learning; that is, that environmental education will be included in the progressive schemes of work of other subject areas. In the case of the National Curriculum for Schools in England, this will be interpreted to mean crossreferencing with the attainment targets and statements of attainment of the core and foundation subjects. Assessment should relate to the three central teaching objectives for environmental education, i.e. knowledge and understanding, skills, and concepts. The national framework for assessment will be an essential baseline since a great deal of environmental teaching and learning will occur through teaching of the core and foundation subjects. That aside, innovatory or original school-devised methods of environmental assessment are necessary in relation to other elements, notably the development of attitudes and concern.
