ABSTRACT
In earlier chapters (7, 10, 16 and 17) we have seen the need for some understanding of assessment procedures in the context of: theories of learning and instruction, curriculum objectives and curriculum evaluation. In this chapter we look at some of the assessments being used in practice and consider the implications of such uses for teachers and pupils. Whereas the focus of attention here is mainly on educational assessment in schools, many of the principles involved are of similar importance in the context of further and higher education.
