When assessment certifies or warrants achievement it has a feedout function, in that the grades and classifications can then be treated as a performance indicator for the student, department, institution, employer, funding body, quality agency or compilers of league tables. So important are those feedout functions that such assessment is often called high stakes or summative assessment, and great emphasis is consequently put on making it robust. Reliability is a crucial feature of robust assessment. Careless or capricious feedout is unethical and can be challenged.
Assessment can also have a feedback function when it is intended to evoke information to help further learning.
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Knight, P. (2002). Summative assessment in higher education: practices in disarray. Studies in Higher Education, 27.3, pp. p275-86.
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