The Framework identifies the process of assessment and covers five distinct facets of assessment:

• Internal summative assessment - e.g. coursework supervised then first marked within a school, followed by moderation by an awarding body, in which controls are defined by the awarding body, carried out within the centre and by the awarding body, and checked by the awarding body.
• Vocational (both internal and external facets) assessment - a variant of summative assessment in which for example assessment, often with emphasis on the application of knowledge or skill, is carried out to an external standard locally by 'assessors' who are deemed 'competent to assess'.
• Formative assessment - e.g. day-to-day provision of feedback to learners to help them achieve their learning goals during a stage of learning.
• External summative assessment - e.g. examinations set and marked by an awarding body), in which control is defined and exercised by the awarding body.

The Framework defines the competencies required of assessors in:

• Three core steps that together form the process pf assessment, that of preparing for, conducting, and evaluating and feeding back on assessments.
• Two areas of personal competencies which taken together support the process of assessment: working with others and managing one's learning and development. The CIEA has agreed these two areas of personal competencies with GTCE which are now common with the GTC's Teacher Learning Academy (TLA). The TLA offers public and professional recognition for teachers' learning, development and improvement work.

The Framework also defines the assessment competencies required at each of three levels:

• Practitioner - those practising assessment within a class or classes of learners, e.g. teacher, high level teaching assistant or an external examiner.
• Team leader - those practising assessment across a team or teams of assessors, often with responsibility for a team of assessors, e.g. a head of department in a school or college or a team leader working for an awarding body.
• Senior leader - those practising assessment across a centre or centres of learning, often with responsibility for a large team or multiple teams of assessors, such as a Deputy or Assistant Head with a key responsibility across the place of learning for assessment.

The CIEA has mapped its Professional Framework for Assessors to the Professional Teaching Standards (published by the Teacher Development Agency, TDA) to highlight areas within the Standards where the CIEA can support teachers.

Examples of such areas are illustrated in case studies contained in this section of the website.