Verbal reasoning test scores and their stability over time

As part of an extended study into school assessment practices the use of ve rbal reasoning tests and their possible contribution to measuring pupil pro gress is being investigated. One phase of the study has involved testing th e stability of individual verbal reasoning scores over time. The findings o f this phase are presented here and located within the broader context of i ntelligence testing. The discussion concludes with a number of questions re lating to the use of pupils' academic achievements as appropriate measures of school success. The ongoing work considers how pupil success could be me asured fairly, taking into account individual pupil differences, including both genetic and socio-economic factors. The work being developed has poten tial for both formative and summative assessment procedures and also as a t ool for reporting the achievements of individual pupils and educational est ablishments. The full work will be published in due course.