ABSTRACT
In the ordering of public life examinations have demonstrably promoted social justice, and have helped us to make progress towards the goal of equality of opportunity. Some of the criticisms that are levelled against examinations are manifestly misplaced. The possibilities of 'school-based' examinations have been investigated. The brief review would seem to indicate that the advantages to be derived from our system of public, external examinations outweigh its disadvantages and that the teachers who adopt a suspicious or hostile attitude towards educational measurement are being somewhat perverse. As far as public examinations are concerned the teacher works with his pupils against the examiner. Teachers can scarcely be expected to become enthusiastic about educational measurement if it is regarded as an activity wholly distinct from the process of teaching. It is clearly the separation of the several functions which has coloured the attitude of teachers towards tests and examinations.
