This review examined a range of approaches internationally to the reporting of assessment results for individual students, with a particular focus on how results are represented, the level of detail reported and the steps taken to quantify, report and explain error and uncertainty in the results' reports or certificates given to students in a range of countries. The review focused specifically on high-stakes assessments taken towards the end of schooling with the purpose of providing certification for employment or further study. Outside the USA, there were few examples of the inclusion of information on error or uncertainty in students' individual results. The paper discusses the possibilities for including such information in a way which will be understood by a nontechnical audience and will not be misinterpreted by test users. The balance required between ensuring that there are high standards of information for individuals and the dangers of damaging public confidence in the assessment system is considered. IntroductionThis research was part of a programme of research into the reliability of results of qualifications, examinations and assessments in England on behalf of Ofqual, the examinations regulator. As part of this reliability programme, an international review of approaches to reporting results was undertaken. This review aimed to examine the range of approaches taken to the reporting of assessment results for individual students, with a particular focus on how results are represented, the level of detail reported and the steps taken to quantify, report and explain error and uncertainty in the results reports or certificates given to students. The review focused specifically on high-stakes assessments taken towards the end of schooling with the purpose of providing certification for employment or further study (Bradshaw and Wheater 2009). The final report included a detailed descriptive classification of various aspects of these assessments. This paper discusses one aspect of this classification: the reporting of error or uncertainty of results. This may be error at an individual level or at a general, group or cohort level. Consideration of validity and other reliability issues, such as how reported estimates of reliability or error have been derived, were outside the scope of the study. Further detail on the study can be found in Bradshaw and Wheater (2009).

The NFER also gratefully acknowledges the advice given by members of the project steering group and the assistance of the College Board and Educational Testing Services for providing and scoring the SAT Reasoning Test TM .

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This paper discusses results of a study in progress to determine if the CRL reactivity test can be applied as an index of combustion performance in pulverized fuel-fired steam generators. Before undertaking an extensive program of correlating laboratory data against actual combustion experience, it was necessary to conduct the study on a limited basis to establish whether or not the results would justify an extensive effort. The authors present some significant data accumulated during this study phase and conclude that further investigation is warranted on a larger scale.