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the skills of lifelong learning' (Pollard, 2008: 392).

All assessment practices should be fair, valid, reliable and appropriate to the level of award being offered. Assessment should be undertaken only by appropriately qualified staff, who have been adequately trained and briefed, and given regular opportunities to update and enhance their expertise as assessors.

Programme providers should ensure that detailed and up to date records on student progress are kept. Throughout a programme of study, students should receive prompt and helpful feedback about their performance and progress in relation to learning expectations and assessment criteria so that they can appropriately direct their subsequent learning activities.

'If learners don't know what they are trying to do, they are most unlikely to do it!' (Petty, 2004:451)

Evidence in my specialist area is produced by the candidate as a result of work done and knowledge shown.

Assessment is the process of checking this evidence against the standards and it includes checking by observing work done, checking the completed work and asking questions to confirm knowledge and understanding.

Institutions should make arrangements for students at all levels, including those who study at a distance or in a part-time mode, to be given clear information about the relationship between achievement assessment, academic progress and accumulation of credit.

To ensure that my learner's needs are being addressed, they are continually assessed throughout their course. This ensures that the learner is adapting well to session and teaching methods and that they are appropriate for their individual needs. On-going re-assessment of session delivery and teaching methods are always addressed and up-dated, so that the learner's needs are being met. For those learner's that require teaching/learning aids to be developed differently, there will be one to one support given alongside of their training time, (see Appendix 1, Scheme of Work). When there are learner's that have identified learning needs, most sessions will be adapted, for instance writing on a white board, for those who need help with spelling and appropriate and adapted handouts given for those that find it difficult to follow a taught session, whilst having to take notes at the same time.

In contrast, summative assessments are usually undertaken at the end of a period of learning in order to generate a grade that reflects the student's performance. Summative assessment is traditionally used at the end of a module/course/topic and contributes to the learner's final award.

It can be difficult deciding whether individual learners have met the specified criteria contained within the appropriate national frameworks. Firstly, the teacher must ensure the lesson being taught is in line with the appropriate national framework. Secondly the teacher must decide upon the assessment criteria which will be used to determine if students have reached the expected learning outcomes. Thirdly they must choose how best to assess the pupils, to ensure that each pupil is assessed to a satisfactory level and no one is overlooked. This assessment process involves a combination of both subjective and objective information. The advice given in the National Curriculum for using level descriptors is that teachers should judge which description best f