Since 1982, knowledge about how to assess learning in the school science laboratory has increase substantially, and new techniques and media that can support the assessment of students’ practical skills and associated understanding have been developed. In Israel, for example, Tamir, Nussinovitz, and Friedler (1982) developed a standardized practical test in biology that includes 21 assessment categories. Each year novel “experiments” are developed for that Israeli test, and the students’ performance is assessed using the 21 categories