ABSTRACT
The main points in traditional assessment are certifying reliability and validity in assessment instruments. These aspects are consistent with the goals of quantifying and measuring learning and collecting information. The fact that these aspects are the concerns in assessing learners establishes the final grade as the product of traditional assessment. Moreover, Rea-Dickins argues that educators most often feel obliged to select which role to adhere to, be it organizer, observer–evaluator or judge of language assessment and tests. According to M. Poehner, another significant issue affecting the association between teaching and assessment is teachers’ unfamiliarity with the principles and theory underlying various assessment conceptions. The success of testing is related to the manner and technique in which it is administered to learners yet much more than that depends upon the objectives of assessment and assessor. The main aim of assessment is to assess whether or not learning has occurred.
