In the CELP, both formative and summative assessments are used and they serve multiple purposes. Classroom assessment, which is also known as formative assessment, evaluates instruction/teaching and monitors students’ progress whereas summative assessment focuses on accountability for student achievement in the course and the quality of the course/programme. Accountability determines what has been learned within the course/programme and allows for revision in the teaching and learning focus for effectiveness. Generally, some of the assessments may be ongoing and done at the discretion of the teachers while others may be formally or informally set using various strategies such as observation, texts/exams, resources and assignments. The assessment tasks elicit the extent to which students have satisfied the assessment criteria to ultimately achieve the objectives of the course. A broad conclusion that can be drawn about formative and summative assessments is that formative assessments sharpen the skills and prepares students for summative assessment. Overall, the assessments focus on improving learning, readjusting instruction and promoting quality in students’ work and the course. Teachers need to be sensitive to students’ developmental level to ensure effective teaching and learning. Being reflective, teachers could use knowledge of the students, the curriculum and language development to guide decisions about classroom teaching, learning activities and reflect on the results of learning opportunities and adapt teaching to help students achieve the curriculum objectives. To maintain the standard course of study, the CELP will be revised periodically to reflect the changing needs of the students and society with a futuristic outlook for the students to be successful in the modern age.