ABSTRACT
The purpose of assessment should be to support the holistic development of the child and to focus on building the child’s confidence and the desire to learn. Assessment of learning occurs when educators use evidence of pupils’ learning to make judgements about pupil achievement against preset goals, criteria or standards. Formative assessment involves educators gathering information to decide where pupils are in their learning, where they need to go and how best they might get there. Summative assessment involves using information—usually from paper-and-pencil tests and examinations—to report on pupils at a particular time. Finally, diagnostic assessment involves gathering information to assess where children stand in terms of their existing learning abilities and needs. Policy-makers must ensure that the tests, procedures and policies are not biased, and that they provide opportunities for pupils of different cultures to learn and succeed. Assessment practices that are culturally relevant and sensitive have an important place in the teaching and learning experience of young people.
