The aim of this study was to investigate and describe aspects of assessment in a course of study in senior secondary schools in Queensland, namely the senior subject Information Processing and Technology. This research reflects on the appropriateness of the assessment criteria in the Information Processing and Technology syllabus. It explores the range of techniques used to gather assessment data. Of critical interest was an investigation of the cognitive processes students need to use to successfully respond to assessment items in Information Processing and Technology. Allied with this was the issue of whether there appeared to be any difficulties in teachers' interpretations of the assessment criteria in the syllabus. The literature review found ample support for the assessment criteria given in the syllabus and provided pointers to aspects of the assessment items for investigation. The range and nature of assessment tasks used was investigated by analysing assessment items submitted for review by all 113 schools offering the subject to the cohort of students who exited Year 12 in 1993. In all schools teachers had provided ample opportunity for students to demonstrate their abilities in the use of lower cognitive skills. Almost all schools provided sufficient opportunity for students to demonstrate their abilities in the areas of analysis and synthesis. In a high proportion of schools, teachers had not set assessment tasks that necessarily required students to use evaluation to successfully respond to the tasks. Many schools did not require students to engage in effective communication. Parallel practices seem to occur in mathematics and science subjects. In several schools, there were problems with teacher categorisation of the cognitive abilities associated with the tasks they had set. Speculation on reasons for this is made.