ABSTRACT
If we wish to discover the truth about an educational system, we must look into its assessment procedures. What student qualities and achievernents are actively valued and rewarded by the system? How are its purposes and intentions realized? To what extent are the hopes and ideals, aims and objectives professed by the system ever truly perceived, valued and striven for by those who make their way within it? The answers to such questions are to be found in what the system requires students to da in order to survive and prosper. The spirit and style of student assessment defines the de [acto curriculum.
