This article discusses the foundations for the assessment of primary science learning with a focus on the place of assessment in the curriculum, the association between pedagogy and assessment, and the role of formative and summative assessment. Alternative strategies are recommended for the assessment of science learning at primary level, and some important qualities of meaningful assessment are suggested. The use of summative paper and pencil tests in the assessment of science learning is less time consuming and causes little disturbance to teachers or parents, and the results that are reflected in the report cards of pupils are familiar to everyone. However, by using challenging and exciting alternative formative assessment methods, teachers will be able to perceive the development of meaningful modes of inquiry and science understanding by pupils (Lowery, 2000). Moreover, formative assessment has the potential to drive changes in teaching that can improve the conceptual understanding of pupils dramatically, and teachers necessarily must alter the way in which they evaluate this learning and formative assessment to effect this change (Dougherty, 1997). It is thus recommended that both summative assessment and formative assessment should be used in equal measures to periodically evaluate the cumulative understanding and continuing progress of pupils in their learning.