Those who enthusiastically adopted continuous assessment overlooked the fact that assessment fills many different functions. Feletti (1980), for example, has listed eight different functions for continuous assessment in medical studies. These included giving students opportunities to demonstrate application of knowledge, skills and attitudes; diagnosing particular strengths and weaknesses so that some students may take elective studies while others do remedial work; and assisting students to judge the quality of their own work. Clift and Imrie (1981) and Harris and Bell (1986) refer to links
between the assessment of students and the evaluation of courses and teaching, the latter authors reminding us that teachers often use the results of a test to guide them when planning changes to their courses.