ABSTRACT
This chapter considers the why, when and how of assessment and the characteristics of assessment for formative and summative purposes. Assessment in education is generally taken to be a process in which evidence is gathered about learners' achievements, interpreted and used for some purpose. In other parts of the UK, in recognition of the problems just outlined, assessment arrangements have been changed to place greater emphasis on the use of teachers' judgements and to avoid the creation of league tables. For formative assessment, regular work is a rich source of evidence about children's abilities and understanding which can be gathered through observation. The chapter sets out some key points about assessment for the two main purposes: formative assessment and summative assessment. The reliability of an assessment refers to the extent to which the results can be said to be of acceptable consistency or accuracy for a particular use.
