The Principles and Practice papers outline the broad features of assessment in each of the curriculum areas and describe the different kinds of evidence of progress from day-to-day learning. In some curriculum areas, the evidence may come from specific assessment tasks or tests to assess specific aspects of learning at key points. Sharing of assessment information has a key function at points of transition, including supporting learners when moving between establishments or to inform options and choices for further study or employment.
The central purpose of assessment is to support learning and this is best achieved by a combination of formative and summative assessment. This means assessing learning both in an ongoing way and by 'stepping back' at regular intervals to take stock of learners' progress and achievements. The terms 'formative' and 'summative' do not describe a type or form of assessment, but instead describe how assessments are used. Evidence and feedback from any assessment can be used formatively to inform planning for improvements in learning, as well as contributing to periodic summaries of progress and achievement for reporting and monitoring.
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