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Across 1. different types used in different circumstances 5. those designed to help a program improve 8. assessments are intended to ________things 9. numbers can encourage unhealthy parental ____ 11. vital decisions may be made about a student following a _______assessment 12. teacher on-entry assessment 13. behaviour displayed more or less all the time 15. judgement given by the teacher 17. deliberate assessment of some structured system 19. needed to help plan for the ___________ 21. baseline assessment of english second language is very ___________ 24. to do with feeling 27. assessment in comparison to other people 28. assessments should be checked for ________by experts 30. those designed to pronounce judgement on a programme 31. _____________ between two assessments is test-retest reliability 32. judgement taken out of the hands of the teacher and given to another assessor 33. to do with thinking 34. aspects of behaviour only exibited with a particular teacher and nowhere else 35. ____find change quite traumatic 36. formality is required within an _______________ situation

Down 2. assessment according to a preset standard 3. personal and ___________development is also important 4. look at how they __________later on 6. coordination, strength, fine motor skills 7. we need evidence that an assessment is consistent over a period of time 10. assessment has some amount of __________ to it 14. a book that discusses the validity of the term 'genius' 16. looks at the changes in pupils over time 18. to do with behaviour 20. we are keen that children should _________assessment 22. cognitive, affective, behavioural, physical 23. providing information that can have a variety of uses 25. preordained criteria, marked, written _______________ 26. baseline assessment helps teachers identify special _______needs 29. assessments made by teachers on a day to day basis