Functional skills are some of my specialized educational focus areas. Functional skills are fundamental practical skills in English, mathematics and information and communications technology. Key skills are essential for progress in education, training and employment. These foundational skills are transferable and provide students with the fundamental tools to live an independent life at home, at school and in the workplace. My work, partly due to the nature of the pupils I teach, who tend to have been behaviorally challenged, incorporates a mixture of informal assessments focused on content and performance and some formal assessments that validate conclusions made from certain tests. When we examine any aspect of evaluating an educational program we must first analyze the methodology. In the case of the above, the breakdown of principles is fundamentally clear:A: Judge the student's performance, measured against expected learning outcomes.B: Determine whether advancement to the next educational level is applicable.C: Provide useful feedback, which indicates the levels of achievement and areas for improvement. Q: Identify backlogs in the program that have not been understood. This will help in the evaluation of teaching methods and approaches. With the application of functional skills it is very important that any assessment of these skills is valid. Is there a beneficial alliance between program objectives, intended program outcomes, and evaluation content and method? Is the evaluation impartial, consistent and impartial? Are the assessment criteria adequately robust to ensure consistency across the different assessment criteria and, more importantly, the ... half of the document ... written/provided/participated in? All these reasons are evaluated so that we can determine our effectiveness as teachers… As teachers we must be able to ask ourselves these questions: A: Did the student understand the information conveyed to him? B: Is the student able to demonstrate understanding of the information provided? C: Can we as teachers confirm and authorize the development? Optimistically effective evaluation techniques will allow us to successfully answer all three of these questions; undoubtedly questions A and B, and finally, with some corrective action, C. On balance, the assessment models I use presuppose the intuition that..."...students would benefit, with greater opportunities to develop own strengths and learn from one's mistakes through feedback from the formative assessment activities carried out during the course..." (Rust, 2002)