In the primary program, the descriptors of children’s learning set out the widely held expectations and provide the context in which a child’s growth and development are interpreted. The assessment and evaluation procedures are related to the goals of the primary program; they are congruent with instructional practices; and provide useful information on which to base instructional decisions.

The use of standardized achievement and ability tests designed for and administered to groups is inappropriate for use with primary children.

This kind of testing brings with it problems of reliability, validity, and standardization. Standardized achievement and ability tests evaluate learner achievement in highly abstract ways. Such tests do not match the way children learn or the curriculum which serves as a basis of instruction.

However, when questions about a child cannot be answered in any other way, individual diagnostic assessment may prove useful. Such assessment is conducted by an appropriately trained professional, and the results are used to make recommendations about instruction and support services. This type of assessment is required for only a few children.

When assessment practices are carried out by professionals other than the classroom teacher, the teacher continues to have prime responsibility for the child and for ongoing classroom assessment.