The five papers included in this collection illustrate the current concerns of those involved in the development and implementation of assessment procedures. A one year in-course assessment procedure conducted at Leicester University is described, including the advantages and disadvantages of the procedure. The problems of interpreting the results of overall assessment grades at open universities and the future possibilities for a procedure involving criterion-based elements, norm-based elements and student skill profiles are discussed in an article on assessment at the Open University of University College, Cardiff. The use of objective tests at the tests at the City and Guilds of London Institute (CGLI) are described. The advantages of objective tests include thorough and uniform syllabus coverage, reduced emphasis on penmanship, reliability marking, statistical analysis, rapid issue of results, and increased opportunity for teacher participation. The author contends that objective tests can be utilized for in-course, entry, and end-of-term evaluations. The use of data processing in assessment at CGLI is outlined including computer analysis and distribution, result analysis, item analysis, and test statistics for objective tests. Selection of criteria and methods for the assessment of students are discussed, with particular reference to the practice of Britain's National Examination Board in Supervisory Studies. (JAC)