Some problems of measurement concerned with science practical work for 11–13 year-old pupils

Conclusion It should be appreciated that the development of the two tests described in this paper is set in the context of a wider multivariate study. The formats of the two measures have been in part dictated by the necessity of including them within a battery of other measures. Nevertheless we hope that our attempts to measure aspects of science practical work with young pupils will be of interest to other research workers and teachers. The work is a further reminder that the devising of valid and reliable test instruments for classroom variables is not only arduous but perhaps the highest priority within empirical educational research today.