Description: The notion of civic education providing a solution to English society's problems is as many writers, for example Greenwood and Robbins (2003) and Faulks (2000) have noted, nothing new. Yet it is only within the last decade, following the publication of the White Paper Excellence in Schools (DfEE, 1997) and 'Crick' Report (QCA, 1998), that the decision was taken to make Citizenship a statutory part of the National Curriculum for England. There are few who oppose educating young people about citizenship, but there are issues which have arisen from the decision to make it a mandatory subject in maintained secondary schools (Kerr and Cleaver, 2004). Some of these issues are addressed in the wealth of research, both national and international, which is continuously conducted in the area of citizenship education (Lawton et al, 2000; Heater, 2002; Steiner-Khamsi et al, 2002). However, there is at present a paucity of literature which focuses on a key area of citizenship education, the assessment of the subject. This research project is examining the implementation of Citizenship assessments, and attitudes towards student achievement. It includes a framework for Citizenship assessment with a discussion of the key literatures: Curriculum, Assessment and Citizenship. The current structure of assessment in English secondary schools is presented and the assessment rationale is discussed. Some of the findings from an evaluation of Citizenship assessment will present the perspectives of key user groups, teachers and students. This empirical research aims to establish how teachers currently implement assessments and will extend knowledge of users' perceptions of the design and content of Citizenship assessments. Methodology: The focus of the empirical study is to ascertain respondents' perceptions of Citizenship assessment and relate these to the rationale and aims of the Citizenship curriculum. The use of postal questionnaires (to teachers and students) provides a dataset representing the attitudes and beliefs of teachers and students throughout England. The results of the survey will provide a description of the characteristics of a set of cases, but, in common with all such surveys, cannot describe the context of events. Interviews provide the researcher with an opportunity to find out what cannot be directly observed. Semi-structured interviews will be used to encourage the "construction of contextual knowledge" (Mason, 2002:64); here developing a narrative about the interviewees' experiences of assessments. A constructivist model of eliciting information from participants will be applied using open-ended questions. Within this model, participants will be encouraged to speak freely and build a narrative that frames their experience and perceptions of assessments. Conclusions: The main outcomes for this research will be:· Knowledge and understanding of the assessments used for measuring achievement in Citizenship education · An understanding of the general perceptions of these assessments by their primary user groups - teachers and students· An evidence base for policy in regard to the Citizenship curriculum and its assessment