Assessment supports teaching and learning in two ways:

Assessment for learning (or formative assessment) - takes places in the classroom and during a stage of learning, by providing developmental feedback to learners about an item of learning or the topic so that they can adjust their plan for future learning.

This form of assessment is a core feature of the day-to-day work of teachers and a platform of DCSF's Assessment for Learning strategy for which CIEA is a key delivery partner along with the National Strategies.

The Assessment for Learning strategy sets good assessment practice at the heart of good teaching and learning by supporting teachers with materials to be able to help them identify learner's achievements aligned to specific levels across all key stages in the National Curriculum.

DCSF's Expert Panel on Assessment has built on the progress made by the Assessment for Learning strategy by recommending that all schools utilise the resources of a lead assessor, an individual with responsibility for good assessment practice, and over time all schools should have access to a Chartered Educational Assessor. Their recommendations were accepted in full by the Secretary of State in May 2009.

Summative assessment- takes place at the end of a learning activity or programme of learning and which is used to make a judgment on candidates' overall achievements, usually in relation to the stated learning objectives of the programme. The teacher's role in summative assessment varies depending on the form of summative assessment being used, for example: setting examination questions; supervising and first marking course work or projects; and observing 'live' tasks or performances. In this area of assessment supporting applied learning, CIEA is a key partner to DCSF and QCA in helping teachers to deliver the internal assessment requirements of the diploma.