Educational systems have been distinguished throughout the ages by the multiplicity of assessment techniques. Ancient peoples knew tests, and the Chinese used them as a mechanism for selection and success in the employment process. The Europeans also copied this experience and used it as an assessment process that would become an important standard in selecting candidates for work. However, in the nineteenth century they developed this method and introduced oral tests, which gained great popularity until the beginning of the twentieth century, when they developed the assessment process further, entering a new stage of diversity and modernity.
Assessment has many different definitions, and this variation arises from several factors, including differences in specialisation, the person, the philosophy, and the aspect being assessed. Among the definitions of assessment are the following:
Assessment is the process of gathering information and using it to make a decision regarding the educational programme.
Assessment is determining the extent to which we have achieved the goals we seek to accomplish, so that it helps us identify problems, diagnose errors and discover obstacles and impediments with the aim of improving the educational process, raising its standard and helping it achieve its objectives.
Assessment is the process of collecting, classifying, analysing and interpreting quantitative or qualitative data or information about a phenomenon or situation and using it to issue a judgement or decision.
Teachers, educational supervisors, and anyone interested in modern assessment methods.
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