This challenging book is essential reading for teachers, teacher-educators, policymakers, and all those involved in the assessment of pupils and students. Its publication is motivated by the contributors concern at the accelerating return to formal assessment procedures in National Tests and examinations, and at the downgrading over recent years of assessments made by teachers. The contributors believe that formal assessment is the reverse of what is needed for the valid assessment of progress in abilities, such as solving problems, handling information, and being adaptable, interactive and reflective.