Learning and development for all students in the classroom need not happen at the same time. Some students could grasp concepts faster and they might not need any more support to meet the end outcome for the class learning plans. However, some students will need some assistance or motivation in order to meet the same goal. Multiple assessments in this context help the instructor always stay in the loop when it comes to student movement towards learning goals.
Now, multiple assessments could involve direct and indirect assessments. In the direct assessments, the teachers would set activities or tests to the students and would be able to assess the students based on how well they depict the learnings or use their knowledge to complete the tasks. In the indirect assessments, the teacher uses his observation skills to understand how students conduct their activities in class room, their levels of interest, etc. Both these forms of assessment complement one another.
In multiple assessments, it is also important for the instructor to include summative and formative assessments (Harlen & James, 1997). Formative assessment is a part of the instructor teaching process. In a way, it helps the instructor to understand how well their current teaching plan is working and how they could improve that plan (Dunn & Mulvenon, 2009). The summative assessment is basically to understand if the planned lessons and outcome are met. This would assist the instructor plan for the next session of classes.