New forms of assessment and new learning programmes require teachers to be more flexible and skilled 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 examples from schools and colleges, this contemporary book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation. In doing this, it examines some of the complexities associated with assessment. Areas of particular importance include planning an assessment strategy, diagnosing learners' needs, assessment and accreditation of prior learning, assessing competence and transferable skills, recording achievement, assessing the modular curriculum, and preparing staff for assessor and verifier roles.