This bulletin deals with the assessment of religious knowledge in the context of the examinaton for the Certificate of Secondary Education in England. In particular, the examination was devised in the hope of trying to determine whether or not it would be possible to assess the total impact on pupils of a four-year course in religious education rather than their ability to learn particular sections of material prescribed in a syllabus. The purpose is not to present a case for examining religious knowledge but rather to discuss some of the problems which arise when it is decided to examine it as a subject for the Certificate. There are at least three elements in all religious education: 1) religious knowledge, 2) the conception of great trends both of purpose and of progressive revelation, and, 3) consideration of those moral propositions which are supremely significant for human life, indeed for man's total posture. The dilemma is intensified by the knowledge that stages in the religious development of children are closely related to those in intellectual development. If religious insights do not occur until a mental age of 13, there is little time for the teacher to make much progress in dealing with the second and third elements above. (SBE)