This paper presents a conceptual framework for organizing and relating the many confusing concepts associated with continuous assessment (CA) practices. Curriculum-based criterion-referenced CA is shown to have two major components: formative and summative assessment of student learning. The nature of these components and their interrelationships are discussed. CA results for official summative evaluation purposes such as reporting to parents and incorporating CA grades into leaving and certification decisions are examined. Among the issues discussed are: (1) weighting of CA marks; (2) record keeping and reporting of CA results; (3) in-service and pre-service teacher training in CA; and (4) building school-to-school comparability and credibility into the CA process. (Contains three figures, two tables, and six references.) (Author/SLD)