Assessment is an integral and vital part of teaching and learning, providing feedback on progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the questions setter, then such test items are invalid as assessment tools. Moreover, such flawed items are also likely to perpetuate these misconceptions among pupils. Research has shown that misconceptions among pupils. Research has shown that misconceptions among are resistant to change, and that they persist even with formal science instruction. This paper highlights primary science question setters' misconceptions concerning the state changes of water. It is based on a scrutiny of more than 100 sets of primary science examination papers. Suggestions for addressing the problems highlighted are also discussed. (Contains 1 figure, 8 example questions, and 3 footnotes.)