ABSTRACT
Assessment is the ‘systematic evaluative appraisal of an individual’s ability and performance in a particular environment or context’ (Payne 1997: 474). In classrooms it usually involves artefacts such as papers, written tests, presentations and portfolios, as well as teacher observations, oral contributions, or learner presentations. Summative assessment is the type used for grading, ranking, or awarding certificates. Assessment may also be used to support validation and improvement of learning and teaching; then it ‘becomes formative assessment when the evidence is actually used to adapt the teaching work to meet learning needs’ (Black et al. 2004: 10).
