APU science assessment in the United Kingdom

This paper introduces the national assessment survey conducted by the Assessment Performance Unit (APU) in the United Kingdom in relation to its background, theoretical framework, assessment categories, the content and context of test items, criteria for item setting, and modes of assessment. Based on the results of the survey, the paper reflects on the performance of the students in the use of science process skills, and how different contextual variables bear on it. The paper also examines the advantages and limitations of this survey, and its impacts on the development of the national science curriculum of the United Kingdom.