ABSTRACT
This chapter discusses that children are too often assigned a relatively passive role in the assessment process, and they could and should play a more active role in their assessments. It argues that children have vital information to contribute, and that their own attitudes and ideas are likely to affect the outcome of plans being made for them. The chapter explores that children have a right to be actively involved in the assessment process, and that there should be greater opportunities for eliciting their views. It presents a model for increasing pupil involvement in assessment and outlines as specific examples of ways of increasing pupil involvement. The word 'assessment' may mean different things to the different professionals involved, and involve different detailed procedures. A number of very practical projects focusing on pupil involvement have been developed in the course of the author's work since 1984.
