Abstract
On going classroom assessment gives all involved with the pupil a detailed up to date knowledge of the pupils' development rather that a snapshot taken at a specific time. A checklist, that allows teachers to conduct assessment through continuous observation and work sampling, ensures that strategies and expectations are child centred and appropriate. Learning takes place when built on what pupils already know. Using the National Curriculum as the basis for the checklist ensures that standards are relevant and understood by all. Points from the checklist used to develop individual education programmes ensure these are manageable and relevant. Pupils can be involved in the discussion on their progress and needs. By demonstrating an awareness and appreciation of pupil's achievements their self-esteem can be raised. This can have many positive effects on pupil's behaviour, attitudes to work and other people.
Continuous assessment should involve a range of strategies such as work sampling, planned and unplanned observation and informal written and oral testing.
By using a checklist based on the national curriculum, continuous assessment gives schools information on pupils achievements and levels throughout their schooling.
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