Asking students to demonstrate their understanding of the subject is essential to the learning process. It is important to check whether the educational goals and standards of the lessons are being met. Selection assessment (selectie assessment) is an essential component of guidance, as it determines whether education goals are being met.

Assessment affects decisions about grades, placements, promotions, teaching needs, curricula, and, in some cases, funding. Assessment encourages us to ask these tough questions: "Are we teaching what we think we are teaching?" "Are students learning what they are learning?" "Is there a way to better teach this subject, to promote better education?"

Today's students need to know basic reading and math skills and skills that will enable them to face a world that is constantly changing. They must be able to think critically, analyze, and make lists. Our students need new learning goals to change skills and knowledge. These new learning objectives change the relationship between Selection Assessment and instruction.

Teachers need to play an active role in making decisions about the purpose of the assessment and the assessment material. Grant Waggins, a nationally recognized diagnostic expert, shared his thoughts on performance reviews, standardized tests, and more in an interview with Etotopia.org. Read their answers to the following questions from the interview and consider their views.

• What is the difference between 'testing' and 'evaluation'?

• Why is it important for teachers to consider the assessment before starting to plan lessons or projects?

• Standard tests, such as the SAT, are used by schools to predict a student's future success. Is this the correct use of these tests?

Education Improvement Assessment:

Some interventions may also improve staffing capacity in schools by training more teachers to meet the growing demand. In such cases, the need for this education system at the national level will generally be identified. For example, many African countries expanded their education after independence. It was done to address educational inequalities along ethnic lines during the colonial era (Gatawa, 1998).

In Zimbabwe, the introduction of large-scale education programs in the 1980s created a nationwide shortage of teachers. The demand for teachers has outpaced the supply of established teacher training colleges.

The expansion of education meant that more professionally trained teachers were needed. This teacher shortage gap was felt nationally as the concept of large-scale education failed to realize the desired results. There was a dilemma of quality against quantity in education, as Gatawa (1998) observed.

It prompted the government to intervene in the Zimbabwe Integrated National Teachers' Education Course (ZETEC) (Chever, 1992). It was a teacher education course where students took 24-week introductory courses in teacher's colleges. The rest of their training will be through on-the-job distance education (Ibid, 1992). It has helped to address the shortage of teachers in schools.