ABSTRACT
Our cyde of assessment is almost complete. Early or late we have decided on what we are assessing in the student's repertoire. We have planned and implemented a particular assessment technique, or at least recognized as appropriate some assessment 'incident' that has emerged without our planning it as such. At all events, the student has done or said something significant and we have interpreted it, coming to some condusion, however tentative, as to what it teIls us about him. Hence to the ultimate question in the assessment cyde: What to do about it? How are we to respond to what the student has shown us of himself?
