The paper presents various functions of educational assessment as well as the inherent challenges which need to be overcome in order to attain the quality criteria or standards. Among others, the paper establishes the following challenges: beforehand planning and good design of assessment as well as consideration of students’ errors as steps in problem solving instead of considering them as reprehensible weaknesses or forms of pathological behaviour; allocating marks and ensuring accountability while supporting learning at the same time; promotion of students’ deep learning and fight against their academic dishonesty or cheating; involvement of students into assessment so as to prevent teachers from exerting despotic power onto them. Lastly the paper concludes by substantiating the claim that to overcome such challenges, classroom assessment is the key.
Key Words: Formative and summative assessment; certification; motivation; accountability; classroom assessment.
Paper presented at the 26th Annual Conference of the Association for Educational Assessment in Africa [AEAA] organized by the West African Examinations Council [WAEC] Ghana Office and held 18 - 22 August 2008 at La Palm Royal Beach Hotel in Accra, Ghana.