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At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.
(Fisher, 1998, 20)
The implication of this is that assessment should be a regular feature of teaching so that practitioners can use the results in their planning:
Assessment occurs on a day-to day basis and involves practitioners modifying and adjusting their interactions, provision and support, and providing feedback to children.
(Miller et al, 2005, 141)
Unfortunately, assessment is a time-consuming process (Hamilton et al, 2003) and it may be that it is not the best use of a practitioner's time...
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