ABSTRACT
In recent years a strong argument has been put forward advocating that 'assessment of learning' should be balanced by 'assessment for learning'. The discourses on assessment throughout much of the twentieth century were centred largely on the school report and the written examination. The two major approaches to assessment that have prevailed are norm-referenced assessment and criterion-referenced assessment. The most usual forms which the norm-referenced assessments take are external examinations and standardized tests. Formative evaluation involves the making of judgements on the basis of the results of assessment undertaken as students engage in learning activities. In recent times, however, formative assessment has been receiving a significant amount of attention. Stiggins concludes by arguing that Federal education officials, state policy makers and local school leaders need to allocate resources in equal proportions to ensure that teachers engage in 'assessment for learning' along with 'assessment of learning'.
