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Abstract
The assessment of some practical objectives by means of a project which occurred in an operational Advanced level examination in the UK is analysed for construct validity. As in previous research low correlations were found between scores of candidates on the project and on the other components of the examination. A factor analysis of the scores indicated that the project appeared to be assessing facets of performance which were not only those defined in the syllabus concerned as assessment objectives but that were also different constructs from those assessed elsewhere in the examination. The educational significance of aggregating component scores is considered briefly.