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Abstract
Assessment of students 'knowledge is the process of collecting and gathering "data", or more specifically assessment is a way in which teachers continuously collect data on their students' learning (Hanna & Detmmer, 2014).
Assessment is considered part of learning and not as a moment that interrupts the learning process. Assessment can be organized and directed by educational assessment institutions, but it can also be conceived and directed by the teacher. Thus, assessment is an action performed with and for the learner, and not against the learner (Green, 1999).
Changes in society cause teachers to also face new tasks in their classrooms. Until recently classroom assessment was considered as a mechanism for providing a learning grade, which took into account a predictable model: teachers teach, test students' knowledge of certain content, judge their achievements based on those tests, and then proceed with new units. This form of assessment is questionable because societal expectations for education today have changed, cognitive sciences have yielded new results on the nature of learning, and the traditional role of assessment for learning motivation has already been challenged. In order to prepare students for 21st century skills it is necessary to use 21st century assessment as well.