Assessment is viewed not only as a final product (summative), but also as a continual process (formative) and provides pupil performance data to teachers and students regarding their progress towards achieving the standards. This shift to standards- based assessment helps create ‘a culture of success,’ where all pupils can achieve an acceptable level.
The curriculum sets benchmark levels of pupils’ achievement and progress towards meeting the standards by describing what the pupils can do with particular areas of learning such as language. So, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995).
In order to assess if pupils have achieved the different benchmarks, they are expected to demonstrate what they can do, by applying what they know to real-life situations.