Any assessment must elicit evidence of
performance, which is capable of being interpreted.
Whether or not these interpretations and actions satisfy
the conditions for formative functions, the fact that
interpretable evidence has been generated means that the
assessment can serve a summative function. Therefore, all
assessments can be summative, but only some have the
additional capability of serving formative functions. The
art of assessment depends on the teacher's diligence and
experience, requires a creative approach and caution
from him. Thus, the assessment process requires an
individual approach in the classroom environment, which
will help educators to refine the unified assessment system
by sharing teachers' personal practices.
Keywords : Astuteness, Knowledge, Summative Assessment, Formative Assessment.