Abstract
Over the years, judgements of school pupils' capabilities have contributed extensively to the route followed by those pupils through the educational system of the day and to the actual educational context of that route. As time has progressed so the methods of judgement have been altered to allow for 'improvements' to be made to the methods and such changes may be held to be taking place still. The balance between educational and psychological measures is not now what it was when the i i + examinations were in full swing but there is still a very large number of judgements made which affect the individual child; against this background has been taken the decision to introduce a regular national assessment of performance in a number of curriculum areas. It is proposed to consider here both assessments used in schools and some implications of looking at national performance. It is, perhaps, appropriate to start with a consideration of the derivation and meaning of the verb 'assess':
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