很明显，评估成绩包括了评估评估，评估学生的成绩和对他们最近的活动的评估。这可以在学生，学校和洛杉矶的水平上完成。学生可以记录单元成绩的结束，以了解和确定他们自己的进展(这可以与AFL联系在一起);学校和地方当局(LA)可以将评估作为绩效指标，即让孩子取得适当的3级进步，是学校给孩子增加的价值。增加价值是一个重要因素;尽管孩子可能无法与全国平均水平相比，但孩子在某些方面取得了显著的进步，尤其是表现出极大的进步。对于贫困地区的第四代失业(如我的第二所学校)的一所学校来说，这可以向老师、学生和洛杉矶展示他们的进步和进步，即使这些进步并没有反映在学校的考试成绩或名次表上。规范性评估是对一个学生和他们的同龄人的评估(Browning 1997)。在教育方面，许多人经常使用规范性评估:学校将学生安排在通道/集合中，由教师来区分工作和提供挑战，由LA /政府来比较学校和学生群体。规范评估确实要求学生进行同样的评估。如果评估不是全校的重点或政策，那么通过替代/职业资格或教师的判断和自由裁量权，可能会出现问题。
Clearly, assessing achievement encompasses ipsative assessment, assessing pupil's progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tables. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy.