Curriculum, instruction and assessment are central components that are woven in to the education system while the curriculum also serves as an entrance that can provide a foundation for the other two (Butler & McMunn, 2006). Researchers have identified the significance of these processes and many have linked them all and showed the great bond that exists within assessment, curriculum, teaching, and learning (Broadfoot, 2007; Butler & McMunn, 2006; Cooper, 1998; Cumming & Wyatt- Smith, 2009; Gardner, 2006; Gipps, 1994; Heritage, 2007; Lambert & Lines, 2000). Accordingly, the connections and the unbreakable strength
that each contributes in education is enormous and benefit the learners immensely. Gipps (1994) also explains how assessment is part of teaching, learning and curriculum, and the dynamic association that exists with one another. This association between assessment and learning encourages a holistic approach to the analysis of assessment in education and its impact on education (Lambert & Lines, 2000). In fact, to process a more holistic approach in the classrooms, teachers have to plan the learning activities well and students as learners engage in the assessment of their learning activities as it progresses.
To show the strength of the relationship that exists, Cumming and Wyatt- Smith (2009) write: ―assessment — and its interface with curriculum, teaching and learning — has always been a significant component of classroom practice‖ (p. 1). Likewise, Broadfoot (2007) shows strength of curriculum and assessment by inventing a new word ―curssessment.‖ With this innovation, she writes, ―the assessment tail nearly always wags the curriculum dog‖ (p.8). Meaning whatever is taught and learned in schools becomes the curriculum. Thus, assessment is interwoven with teaching and it occurs through observations of students who are engaged in the process of learning. Additionally, it creates opportunities to display the products of their learning in a wide variety of formats in their classrooms that makes learning and assessment more meaningful (Conner, 1999b).
It is a fact, assessment is central to teaching, learning, and curriculum. Nevertheless, sometimes assessment is something which has been used as a device to control and drive curriculum and teaching (Gipps, 1999). For instance, Wiliam (2011b) notes that in the past the word ‗‗assessment‘‘ has been used mainly to describe the processes of evaluating and its effectiveness. In that way, the completed series of instructional activities and the actions that assisted learning was generally not regarded as any kind of assessments. Similarly, Cooper (1998) also argues assessment should not be divorced from the curriculum and everyday instructions that happen in a classroom. Likewise, Black and Wiliam (2003) believe the potential of assessment to support learning was being ignored in the past. As a result, the educational research community has started making the schools aware of the importance of the formative function of assessment.
Indeed, Cumming and Wyatt-Smith (2009) acknowledge the fact that over the past decade, the significance of the roles of assessment and accountability in education has increased. For instance, they explain that the 21st century began with high expectations in educational opportunities for all students in many areas of education that also included searching for different theoretical framings of assessment opportunities. In that case, Gipps (1994) also highlights the fact that assessment has taken on a high profile and is required to achieve a wide range of purposes.
Examples include, to support teaching and learning; to provide information about students, teachers, and schools; to act as a selection and certificating device; to act as an accountability procedure; and to drive curriculum and teaching.
Although it was quite recently that researchers began various projects in reforming assessments, Black and Wiliam (2003) remind us that even in the past educators such as Scriven and Bloom et al. had already recognized that assessment supported learning as well as measured it. Bloom et al. (as cited in Black and Wiliam, 2003) defined summative evaluation in these words. ―Tests given at the end of episodes of teaching (units, courses, etc.) for the purpose of grading or certifying students, or for evaluating the effectiveness of a curriculum‖ (p.623). They also explained 'formative evaluation‘: ―another type of evaluation which all who are involved-student, teacher, curriculum maker-would welcome because they find it so useful in helping them improve what they wish to do‖ (p.623).
In viewing assessment and the teaching process as always associated together Heritage (2007) warns teachers to be aware that one cannot happen without the other always being around. As a result, these connections between curriculum, assessment, teaching, and learning are circular and not linear. In that case, to make learning more effective all the components have to circulate regularly by supporting each other. The
circular motion of assessment and learning is also emphasized by Sutton (1995), Butler and McMunn (2006), and Earl (2013). For instance, Earl (2013) writes: ―Teaching is not the filling in the sandwich between curriculum and assessment. Taken together, curriculum, teaching, learning, and assessment interact in an iterative and sometimes cyclical process‖ (p.91).
Even though Griffin (2009) also accepts the same opinion as the others, he stresses assessment to be given explicit treatment and other additional development on the basis of learning skills. To sum up, the teacher‘s focus should not be on the coverage as the curriculum as it is not what teachers put into it, but what the learners take away with them during the learning process (Sutton, 1995).