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This review is part of a major research program that looks at the impact of assessment regimes on learners' attainments in both accredited as well as non-accredited programs. It investigates the forms of assessment that best promote learners' confidence to learn. The review found that overall very little is known about how assessment procedures and processes are operationalised and experienced by learners and that there is a need to undertake further research to identify what actually takes place in practice, find out what sorts of support make a positive difference in various circumstances, and explore ways in which assessment policies underpinning lifelong learning ambitions can be developed in practice at the local level. This report is presented in two sections. The introductory section defines research, the learning skills sector, summative assessment and testing, assessment in the learning and skills sector, motivation, and inclusion criteria for the literature search. The second section discusses the review under the following headings: A brief overview of the field of assessment in the learning and skills sector; Implementation; Assessment and motivation; Assessment; Motivation; Monitoring, feedback and support; Progression and preparation for higher education; Differential success by award and institution; Opinion pieces and emerging issues; Conclusions; Recommendations.