ABSTRACT
A teacher in Jason’s school showed me his test booklet, and I date my interest in assessment from that day. In the analysis of Jason’s test performance that follows, we will be able to see some obvious inadequacies in the use of formal group testing as a way of assessing individual children’s learning. But I will also argue that the test booklet does tell us some very important things about Jason’s learning, and about other children’s learning, that must be taken into account in a full understanding of the process of assessment.
