Intervention

As to put this in real practice, educators have to become assessment literates who will then be able to transform expectations into assessment exercises and scoring procedures (Stiggins 2002 as cited in McMillan 2007 p.16-17) which then, as a result will give a clear picture of student's knowledge and skills. Furthermore; being qualified as assessment literates, teachers can educate the public, media, and policymakers about the purposes of these tests. (Scherer 2009 p.5)

A second closely related point is that, Scherer's (2009) feeling about the assessments as absolutely essential teaching tools, which apparently drive instructions. standardized tests have been a recognised aspect of education. Many scholars, however; signify that these tests give an incomplete essence to what you mean by education. Among them are Scherer, who in her article (2009) suggests that "standardized test" could be a worth measuring tool as long as it is used in conjunction with the quality assessment measures. the multiple measures are accurately and appropriately used any student can be fairly assessed. The question is how?

standardized tests have been a recognised aspect of education. Many scholars, however; signify that these tests give an incomplete essence to what you mean by education. Among them are Scherer, who in her article (2009) suggests that "standardized test" could be a worth measuring tool as long as it is used in conjunction with the quality assessment measures. Since many years, standardized tests have been a recognised aspect of education. Many scholars, however; signify that these tests give an incomplete essence to what you mean by education. Among them are Scherer,

Scherer (2009) has nicely questioned if the present practice of multiple measures, really helps the test takers to achieve what they want exactly to suit with high demands of today's society. Further, Scherer emphasizes that the goal of testing is in building proficiency in basic skills, closing If this is the case, therefore; it is very clear that these standardised tests are not the only adequate factor to measure ones knowledge or skills. However; where the multiple measures are accurately and appropriately used any student can be fairly assessed. The question is how?

Firstly, the distinction between assessment of learning and assessment for learning plays a major significance here.