An important strand in the work of CRIPSAT has always been, and continues to be in assessment. Projects, publications and training courses, which focus on the assessment of primary children's performance in Science, contributed significantly to the work of the Centre.

In 1998 CRIPSAT was awarded the contract to develop formative assessment materials for teachers in Wales. These materials help teachers collect diagnostic evidence of children's understanding of different science domains. They also enable the teacher to make summative judgements about pupil's achievements. These Optional Assessment Materials,. will support teaching, learning and assessment at Key Stages 1, 2 and 3.

Since 1992, the Centre has held the contract (with SEAC and now with QCA) for the development of the National Standard Tests in Science for use at the end of Key Stage 2, with 11 year olds.

Professor Russell was a member, in the 1980's, of the APU team based at Kings College in London, which developed techniques for classifying and assessing children's capabilities in science, at age 11.

From 1986 to 1989, researchers from the Centre worked with others at the University of Leicester School of Education on the Science Teaching Action Research (STAR) project. The aim of this project was to develop and use, with primary teachers, three complementary techniques for assessing children's performance in a set of practical skills, during their science work. This was complemented by a set of strategies to enhance the teaching of theses skills in the classroom. The assessment techniques and the teaching strategies are described in the series Assessing Science in the Primary Classroom.

The primary SPACE project was unique in exploring how children's conceptual understanding changes, through the primary years. An important aspect of this project was the development of concept probes which could promote formative assessment as an integral part of teaching. (The research is published in a Liverpool University Press series of Research Reports).

Overseas consultancies have involved the assessment of children's learning in science, literacy and numeracy. Most recent of these has been development of pupil assessment materials in Malawi.

In-service training courses have been offered by CRIPSAT staff, for teachers and advisory personnel on long-term secondments (35, 20 and 10 days). Self study materials to improve primary teachers' understanding in science and which include important elements of self-assessment, were written for the National Curriculum Council.