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The last two or more decades have witnessed unimaginable changes in how we think about the assessment of students’ learning. Thus, this has unveiled important implications for students’ education. Perhaps the most noticeable of such change is a new focus on the relationship between learning, the measurement, and the reporting of what has been achieved. The goal today seem to be towards the integration in which assessment becomes an integral part of students' day-to-day learning experiences, and enhance faculty development rather than a series of an end-of-course tests and letter grade assignment.

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