Assessment and learning are inextricably intertwined, as assessment determines whether learning is taking place, what learning took place, and what learning still needs to take place. Assessors are constant companions of learners throughout their lives, shaping their learning pathways and even determining the pace of their learning. They regularly have to make important decisions that will influence their learners' futures. The educator as assessor describes the assessment journey and provides information and guidelines to make the journey easier. The educator as assessor introduces a wide variety of themes and issues around assessment from grades R to 12 of a learner's life. There are sections covering the Foundation Phase, the Intermediate and Senior Phase, FET for schools and FET for Technical and Vocational Education and Training. Contents include the following: Assessment versus evaluation; Observation as an assessment tool; Professional ethics and confidentiality; Red flags to note in the Preschool and Foundation phases; Curriculum assessment policy statements (CAPS); Assessment and multiple intelligences; Purpose and principles of assessment in FET for schools; Recording and reporting learner performance.

Assessering en leer is onlosmaaklik vervleg, aangesien assessering bepaal of leer plaasgevind het, watter leer plaasgevind het en watter leer nog moet plaasvind. Assesseerders is konstante metgeselle dwarsdeur leerders se lewens, wat die leerpad en die leertempo bepaal. Assesseerders moet dikwels besluite neem wat die leerders se toekoms kan rig. Assessering in Opvoedkunde beskryf die reis van assessering en verskaf waardevolle inligting en riglyne om die pad makliker te maak. Assessering in Opvoedkunde stel 'n verskeidenheid temas en uitdagings betreffende assessering in Graad R tot Graad 12 bekend. Daar is afdelings vir onderskeidelik die Grondslagfase, Intermediere Fase, Senior Fase, Verdere Onderwys en Opleiding vir skole en Verdere Beroepsonderwys en Opleiding. Die inhoud sluit die volgende in: Assessering volgens die KABV; Assessering gedurende die verskillende fases in die skool; Assessering vir TBO; Assessering teenoor evaluering; Observasie as 'n instrument vir assessering; Professionele etiek en vertroulikheid; Waarskuwingstekens gedurende die Voorskoolse tydperk asook die Grondslagfase; Assessering en verskillende intelligensies; Doelwitte vir en beginsels van assessering; Rekordhouding en rapportering van prestasies. Professor Johann Dreyer is werksaam aan die Universiteit van Suid-Afrika en het reeds duisende studente voorberei om hulle rol as assesseerders te vervul. Hy bied ook 'n assesseringskursus vir dosente by Unisa en ander universiteite aan. Hy is lid van die Assessors' Standards Generating Body, en het verskeie assesseringskursusse ontwikkel, help ontwikkel, en aangebied.