In the past, assessments were commonly conducted for accreditation purposes, but with the increasing change in the quality of education, it has become evident that assessments are not just qualification products but As Sieborger (1998) identifies, assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgments about student performance and the evaluator's ability to transfer and establish knowledge to students. What is key about assessment is that it improves teaching and learning; it is also the crucial link between learning outcomes, taught content and learning activities. Furthermore, Sieborger (1998) states that evaluation is a reciprocal process; as it is used by both students and teachers to decide where students are in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies as contained in the evaluation consist of: tasks, exercises, tests and exams, which are established and evaluated by educators. There are different methods and uses of assessment used in the education system, the reason why This is that not all assessments have the same purpose for its methodologies, the feedback that students receive must match the purpose of the assessment. (Sieborger, 1998) Therefore educators tend to make use of multiple assessments to establish a fair and equitable measurement of student abilities. This essay will extensively describe and analyze the tensions between the two assessment methods: summative assessment and formative assessment and further reflect on their ability to integrate. According to Sieborger (1998), there are two ways of using the results of what you learn. .... half of the paper ...... I did well, so advise students how they can improve, because good news about students' work motivates them strongly (Reed, 2006). Constructive Feedback and Student Engagement Through Assessment (Sherman , 1996) Works Cited Black, Paul. (2003). The nature and value of formative assessment for learning. Improve schools. 6 (3) 7-22Hugo, W. (2013). Cracking the code of educational analytics. Chapter 7. p105-116. Pearson: Cape TownReed, Yvonne. (2006). From Feedback to Fast Forward, speech given at the Assessment for Learning conference in May 2006. Sherman, Jessica. (1996). A peer evaluation experiment. ELTIC Reporter, 20 (1).Shepard, L.A. (2000) The role of assessment in a learning culture. Educational researcher. 29 (7) 4-10.Siebörger, R. and Macintosh, H. (1998). Transforming assessment: A guide for South African teachers. Chapters 1 and 2, Jute: Cape Town