Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the explanation of the evidence to produce a judgement, and the communication and use of that judgement. “Assessment” refers to the action of gathering proof and building discernment related to the outcomes, such as students' achievement of particular goals of learning or teachers and others' understanding. The term 'assessment' is an attempt of enquiry undertaken by the teachers and students that is driven by the motive of refining the practice of teaching and learning for the better outcome of the same. The conclusive goal of AfL is therefore to involve pupil's in their own assessment so that they can reflect on where they are in their own learning, recognise where they need to go next and work out those steps to reach the goal. Present research article has been undertaken by keeping the following research questions in mind. What are the different concepts of assessment? Does assessment change its perspective from constructive perspective? Does assessment enhance pupil learning? What is the theoretical base for the different aspects of assessment? The present research study is useful for teacher educators, teachers, parents and educationalists.