- benefits students – It clarifies for them what they know and can do and what they still need to learn. When students see that they are making progress, their motivation is sustained and their confidence increases.
- involves students – They discuss, clarify, and reflect on their goals, strategies, and progress with their teachers, their parents, and one another. This develops students’ capacity for self- and peer assessment, which lead in turn to increased self-direction.
- supports teaching and learning goals – Students understand the desired outcomes and the criteria for success. Important outcomes are emphasised, and the teacher gives feedback that helps the students to reach them.
- is planned and communicated – Outcomes, teaching strategies, and assessment criteria are carefully matched. Students know in advance how and why they are to be assessed. The teacher’s programme planning is flexible so that they can make changes in response to new information, opportunities, or insights.
- is suited to the purpose – Evidence is obtained through a range of informal and formal assessment approaches. These approaches are chosen to suit the nature of the learning being assessed, the varied characteristics and experiences of the students, and the purpose for which the information is to be used.
- is valid and fair – Teachers obtain and interpret information from a range of sources and then base decisions on this evidence, using their professional judgment. Conclusions are most likely to be valid when the evidence for them comes from more than one assessment. Assessment is integral to the teaching inquiry process