ABSTRACT
Just as in designerly thinking, iterative evaluation and critical analysis are crucial, so
assessment is central to planning, teaching, learning and evaluation. All these aspects
are interdependent and contribute towards the holistic and cyclical process of learning,
so assessment should not be considered in isolation. Nor should assessment drive your
planning for teaching and learning; it should serve as a follower, a checker, a validator, an
informer and a future director of where learning can be taken next. The process of assessing
helps teachers make judgements of what to teach, and whether pupils are developing,
consolidating or secure in their understanding and their skills. This chapter considers:
• the terminology associated with assessment • the reasons for assessment • what is assessed, and how • who is involved in the processes of assessment • recording and communicating assessments.
