ABSTRACT
As the vocational curriculum becomes more extensive, the scope of learning outcomes covered by formative and summative assessment widens too. In addition to outcomes defined as important by awarding bodies and the NCVQ, subject traditions, the educational purposes and mission which an institution sets itself, the aspirations of learners and the aims of teachers all affect what is assessed. Previous chapters have shown that the scope of achievements which are deemed to be important for assessing and recording has greatly increased over the past 15 years. As well as subject knowledge, practical skills and competencies, assessment includes intellectual and cognitive skills, personal qualities and attributes, values and attitudes, interpersonal skills, problem solving, setting targets and evaluating one's own work.
