The Association recognises that, in assessing learners, information is also being obtained about the performance of teachers, institutions and the whole education system. The Association recognises the importance of measures of added value as a basis for judgements of performance and the need for a balance between the use of such measures and those of assessment outcomes.
Teachers are the main users of assessment for diagnostic purposes.
Many people are interested in, and have a right to access information resulting from the outcomes of assessment at both individual and institutional level. However this right carries with it a responsibility to understand exactly what the information means and what valid conclusions may be drawn from it. The Association believes that assessment should support high quality learning in science and the aims of a broad, balanced and relevant science curriculum. Assessment is a necessary and integral part of teaching and learning. There should be a dynamic interaction between aims, objectives, curriculum planning, teaching and learning, and assessment in which each informs and helps the others to evolve and improve.