The assessment of mathematics learning is of special importance, particularly with regard to its social functions. It could be subsumed under other components, but in view of its significance, it is distinguished here. Thus a theory of the assessment of mathematics learning is included among the secondary elements. Meighan (1986) includes it among his elements of an ideology of education, and Lawton (1984) describes it as being one of the three key components of the curriculurn. This emphasis justifies its treatment as a separate element of the model.