Abstract
In the Dutch educational world one question is repeatedly being asked: How can an internal practical examination be organized in a responsible way? In question are the following alternatives: (1) a practical test; (2) an open research assignment where the pupil undertakes a piece of independent research and submits a report; and (3) continuous assessment of pupil achievement in practical work. Discussion regarding assessment of practical work reveals the need for a clear notional framework which would enable the assessor to get some grip on this complex problem. Misunderstandings arise when one teacher's reasons for giving practical work differ from those of another teacher. Some sort of categorizing is necessary and a proposal to this end is presented here. Formal and informal assessment in education are often closely intertwined. But it is essential to distinguish these two notions since they have different consequences for the practice of assessment of practical skills. In addition, pupil assessment to...
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