ABSTRACT
The idea of assessing innate ability was greatly strengthened by the development of the study of individual differences in the late nineteenth and early twentieth centuries. And the associated growth of intelligence testing, which gave to such assessment the invaluable status of being apparently scientific and objective. These are: So far, the author have argued that assessment is an integral feature of all social interaction and that educational assessment as people have come to know it. She have suggested that it became formalized as education itself became more systematic and organized into subjects and classes and age-grades. Whilst its Siamese twin, curriculum, dominates bookshelves, professional training, and research and development work, the study of assessment has been confined largely to that of techniques. Much more development work is needed to find ways of making a reality of the curssessment ideal of integrating assessment so that it is actually part of the classroom teaching and learning process.
