ABSTRACT
If we did not assess pupils’ attainments in some way, it would be impossible to match learning experiences with their needs. We would not be able to tell whether pupils had made any progress and whether we needed to adjust what we were teaching or how we were teaching it. It is now also increasingly clear that learning effectiveness is increased by appropriate and informative feed-
back to pupils and to teachers, and that, as shown in Figure 3.1, some form of assessment must be part of an effective learning-teaching cycle.
