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Secondly, assessment also provides a continual feedback in how the students are able to actively retrieve information to facilitate learning that is long lasting. Standardized assessments are therefore necessary because they make students develop performance related goals. As the students get assessed, they are able to get motivated by their earned grades, the rankings as well as intrinsic rewards that result from assessment. These assessments deepen the students’ memory for the assessed materials. As such it enables better performance of students. Additionally, assessment provides the students with significant challenge which makes them work harder to improve their learning as well as playing to a student’s strength.
According to Shaw, (2014) when a school is said to be doing well, the following is implied: the students are gaining new levels of understanding each time. “The hope is to help students gain expertise much like musicians improve with repeated guided practice”, John Bransford. Thus students expertise can be measured and progress shown. Secondly the students are buying in on what they are instructed. As such they are gaining knowledge. “The greater understanding, is so much more enriching than having a lecture and regurgitating information.” Sandomirsky. This implies that there is increased understanding of the curriculum and as such the students are getting gainful knowledge. Eisner, (2012) outlines; A school is thus said to be doing well when they ensure accountability as well as be flexible so that it leaves no child behind in the learning process. Additionally the school needs to have a rationalized approach dependent on easily quantifiable standards. Thus the purpose of a school assessment can be understood in various levels as follows: formative assessment will enable the teachers know how the students learn best. As such ideas are
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