Abstract: Assessment has necessarily become the vehicle and engine that drives the delivery of education and other related educational processes. It is a truism that ‘what is assessed becomes what is valued, which becomes what is taught’ (Broadfoot, 2004). Governments across the globe have realized the potential of educational assessment in engendering the much coveted educational goal of enhanced pupil learning. Impact of alternative assessment forms on pupils learning can be discerned from the fact that this framework of assessment is popularly called as assessment for learning.