ABSTRACT
In this chapter, we distinguish the different purposes and needs for review and evaluation and point out the critical error of lumping them under the umbrella word ‘assessment’. In doing so, we make it clear that when education is overly dominated by the demand for performing well in high-stake exams, it can only offer something narrow, hollow and superficial for the students, and equally, it makes the teachers’ work onerous and stressful. The main part of this chapter provides general guidelines using case studies and examples of meaningful alternatives that schools can adopt to replace over reliance on testing and exams. These include learning feedback, learning review, portfolios and exhibitions.
