ABSTRACT
Assessment of achievement of the education service is extremely complex and there is as yet little general agreement on how this should be done. The chapter attempts to review various pitfalls and dimensions of the subject. In many ways, the people are now discussing the same problem, after allowing for the development over a century, of knowledge, technology, social systems and attitudes and communications. The development of the young child depends not only upon the standards of living but also upon the quality of life within the family and the community. The development of the individual is therefore subject to a variety of influences. The education process is not a closed system: the influences of both the informal and formal processes need to be assessed. Interpretation of output measures is essentially a learning process inherent in the whole planning process: it is not something separate or external to that process.
