ABSTRACT
A variety of assessment including portfolios, coursework and modular assessment has, according to Black (1998:101), ‘enriched the approaches to testing by breaking away from the dominance of the single terminal test and by promoting a widening of the range of pupils’ characteristics that can be assessed and tested’. Black applauds the variety of summative assessments that are now available to us but it is in our classrooms that this range of approaches can provide us with information to develop our teaching and to extend our students’ learning.
