Two Different Methods of Assessing Practical Skills at an Advanced Level Examination in Biology: demonstration of construct validity or the appraisal of non‐events?

Abstract Two different methods of assessing practical skills in an A‐level biology examination were scrutinised for construct validity by correlational and factor analytical examination of the relationships of their scores with those on theory papers. Some evidence was found that teacher assessment of practical skills resulted in greater construct validity than did the terminal practical examination. However both practical procedures showed extensive testing of skills which were well represented on the theory papers.