New forms of assessment and new learning programmes require teachers to be more flexible in their approach. NVQS, GNVQS, the Accreditation of Prior Learning (APL), modular programmes and credit transfer, have all put pressure on institutions in their assessment procedures. Using case studies from schools and colleges, this book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation. Areas covered include: planning an assessment strategy, diagnosing learners’ needs, assessing competence and transferable skills, recording achievements, APL, and preparing staff for assessor and verifier roles.