ABSTRACT
Thus, when we assert that assessment is a key concern of the teacher-as-learner, we do not mean learning about the techniques or methods of assessment, as if they were ends in themselves. What we wish to emphasise in this chapter is the significance of learning about the pupils you teach; not so much pupils as candidates (for examinations), but pupils as learners. Educational assessment, when configured in this way, is nothing more, or less, than the process of getting to know your pupils. As it would be foolish to imagine that you ever reach a point where you finally 'know' them - they are after all individuals who are growing and changing before your eyes - it follows that you should constantly be ready to learn.
