The primary role of assessment in elementary (kindergarten to grade 7) education is to improve student learning and growth by: (1) checking for understanding, (2) having students learn from their mistakes, (3) evaluating learning progress, (4) encouraging motivation, and (5) identifying any deficits in learning and any individuals with learning challenges. 

Essentially, assessment is the output or result of an educational feedback loop.  The instruction of skills and expected outcomes within the curriculum can be thought of as the inputs of the feedback system.  The students process the information delivered which may or may not result in individual understanding or comprehension.  The assessment or output is representative of how well the students understood the material presented.  The teacher may then use that assessment feedback to adjust or differentiate their teaching strategies and/or assessment methods to accommodate the differences in processing of the individual students.  The students may also use assessment feedback to adjust their individual performance (by learning from mistakes made on assessments) and/or changing their motivation(s).

At the elementary school education level, it is imperative that foundational skills are understood before continuing forward to more complex teachings. Without the scaffolding to comprehend entry point learnings, future complex concepts will not likely be understood.  Therefore, assessments are integral to ascertain understanding and comprehension.  Assessments may also assist in identifying deficits in learning or indicate individuals with learning challenges.  Identification of these challenges may demonstrate the need for assistance or accommodation for students that need more individualized help or require different information delivery or assessment methods for growth. 

Assessment at the elementary school level is crucial to provide frequent feedback regarding the acquisition and understanding of delivered foundational skills.  It is essential to the educational feedback loop.  Not only does assessment provide an indication of how well students are comprehending information and skills, it allows for the opportunity to alter future output/assessment.  The processing of information may be impacted by both the teacher and the student.  Regardless of how input and processing may be modified in the feedback loop, assessment plays a significant role in the improvement of student achievement.  It is a direct indicator of achievement and growth.  If learning and growth are not indicated through assessment, then the inputs of the feedback loop may need to be adjusted to accommodate positive change.