Learning is an interactive process by which learners make sense of new information and use it in a daily life basis. According to Rethinking Classroom Assessment with Purpose in Mind, (2006) the term assessment is denoted as a continuous process of gathering and construing its extensive meaning. As cited in Minister of Education and Science as Guidance for Assessment in the Primary schools. (2008), Black and William synthesized over 250 studies linking assessment and learning, and found that the intentional use of assessment in the classroom to promote learning improved student achievement. The interpretation of the assessment results does not include judgments on students' behavior, skills and abilities that are not subject to the particular assessment. Assessment is consistent from one student to another, and if possible, from one teacher to another. Assessment is fundamentally a measurement process; subject to the principles of measurement. According to Rethinking Classroom Assessment with Purpose in Mind, (2006) in order to be of real value in decision-making, these classroom tests must possess two important characteristics, namely: validity and reliability.
The term 'assessment' refers to all those activities undertaken by teachers and by their students in assessing themselves, and which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes 'formative assessment' when the evidence is actually used to adapt the teaching work to meet the learning needs of pupils Black & Wiliam, as cited in Minister of Education and Science as Guidance for Assessment in the Primary schools. (2008). The primary purpose of assessment is to assist teachers in enhancing their pupils' learning by providing information about their knowledge, their understanding of concepts and their mastery of skills, with a view to planning learning programs for each pupil (INTO, 1997, p.
