ABSTRACT
Given the technical complexity of assessment and its social and educational importance, it is not surprising that many managers and teachers – and learners – find assessment a difficult process. Recent reports from the FEFC Inspectorate, Employment Department and FEDA reinforce evidence from teachers’ and learners’ everyday experiences about the difficulties of carrying out positive, supportive and useful assessment. Some of these are new difficulties, caused by the very specific requirements of NVQs and GNVQs. Others illustrate long-running tensions and dilemmas in assessment, highlighted throughout this book.
