During learning for assessment sessions, students are communicated of what is expected from them to deliver and how they can produce quality work in their lives to complete different developmental stages in their careers (Black & William, 1998).
Assessments for learning also enables the teacher to communicate to the student, any misconceptions that the student might have pertaining to different aspects in an individual’s life and how these misconceptions would lead to gaps in information that might effect decision making skills. As the process of learning goes on, the teacher identifies any gaps present in the student’s knowledge pertaining to life events and the decision-making skills. As a result, techniques to cover those gaps are identified by the teachers and incorporated into the assessment plan for students. These techniques improve the overall results of the assessment and produce pupils with enhanced decision-making and knowledge processing students (Black et al., 2003).
The question, which arises here, is that why are assessments for learning so critical for the rest of students’ lives. Apparently, teachers found themselves as being responsible for the pupil’s life and career and for that reason they held themselves responsible for the quality of conduct that a student might adopt in future life. In this manner, students are prepared to be professional in their relationships with the colleagues, kind in relationships with their family and spouses and down to earth in their social lifestyle (Black et al., 2003).
Teachers ensure that students are achieving good progress and results from the assessment methods applied by the teachers. Teachers might carry out following activities in order to promote good progress and results delivered by students:
By establishing high expectations from students,