The second of a two-part discussion of an experimental program involving small group teaching in a mixed-ability secondary English class in Scotland, this report extends and investigates more deeply some of the problems not dealt with in the first part of the report. Specifically, it analyzes the modes of assessment possible in this form of class organization and discusses the role of the teacher in the group-teaching situation. Five appendixes contain a list of the texts used in the program, student poems and drawings, transcriptions of groups at work at various stages of the socialization process, a transcription of a group discussion, a copy of a short story used to stimulate student writing, and copies of the class's own short stories. (FL)