ABSTRACT
Teachers have difficulty in finding published tests that match the curriculum they themselves design. In this chapter norm-referenced tests are dealt with first. These are designed to spread out children in order to discriminate between them. Then published content-referenced instruments are described. These are designed to sort out children according to their success in mastering content. In addition, the test used might not have been appropriate for the children, and in all cases a tolerance should have been allowed a score because of the possibility that the sample used in the construction of the test was not representative of the population from which it was drawn. Conventional norm-referenced tests compare one child with large groups of other children on overall performance. When this point is reached, where use in the classroom is in focus, tests for assessment take second place to tests, checklists and inventories which help the teacher to help the children.
