Assessment of Children's Progress and Evaluation of Programmes

A few years ago it was apparently easy to examine candidates in mathematics and it seemed comparatively simple to evaluate a mathematics curriculum. At the primary school level the content of the teaching was confined to arithmetic and the debate was in terms of a conventional testing of mechanical and problem arithmetic contrasted with objective, multiple choice tests. The situation at the secondary level was equally stable.


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error