(1) Of course, one educationally underpinning principle of the unseen test (in whatever guise it may choose) is the uncertainty of one or more of the facts, subject, area, questions etc. A further principle is that the assessments should address a relevant and (in professionally orientated assessments, a commonly encountered) problem area. A third (and consequential) principle is that, to ensure parity of academic outcomes across a cohort, there must be a significant commonality (and often significant similarity) between assessments; and in the context of scenario based assessment, often these principles loosely translate into similar scenarios with similar issues. One must ask, therefore, whether, educationally, the chance selection of a familiar scenario imposes any unfair advantage; and indeed, the extent to which the practice in the assessment and administration in this case departed from that commonly encountered in the UK.