Assessing children’s learning in science
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We are all familiar with the use of tests and examinations to determine achievement. To progress from school into higher education and then into the teaching profession has required the clearing of numerous hurdles. Have we got O level or GCSE certificates in English and mathematics, did we get sufficiently good ‘A’ level grades to secure a place in higher education, and did we satisfy our tutors and mentors of our capability to teach children in a classroom? These, and countless others, are examples of where our career paths have been dependent upon the assessments of others.