Just as many processes incorporate three basic phases (planning, implementation and evaluation), teaching is no exception. It basically involves planning, management and assessment. The three of these play a sine qua non role in the success of any teaching-learning process. Assessment, as an area of education, has been profoundly studied by a number of researchers. Now, more than any time, there is a tremendous body of conceptual and pedagogical knowledge on its classroom applications.
At the outset, it is worth noting that this article does not replicate any research . . .
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