Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)

Language assessment is reviewed as a technology which could become more effective for classroom use through school-based development and greater use of alternatives to standardized testing. (Author)

The development of spoken language is considered from three related aspects: symbolic function, auditory-vocal function and communicative function. Attention is drawn to the implications for education of developmental delay in any of these areas. Some of the danger signals presented in the classroom are mentioned. (Author/KC)

Case study recordings of a science lesson are assessed to examine the role of talk in the learning process. Implications are raised for similar informal assessments by practicing teachers. (Author)