“The assessment process itself should not determine what is to be taught and learned. It should be the servant, not the master, of the curriculum. Yet it should not simply be a bolt on addition at the end. Rather, it should be an integral part of the educational process, continually providing both “feedback” and “feedforward”. It therefore needs to be incorporated systematically into teaching strategies and practices at all levels. Since the results of assessment can serve a number of different purposes, these purposes have to be kept in mind when the arrangements for assessment are designed.”
(Report of the Task Group on Assessment and Testing, 1987)