Educational assessment has always been present within the educational process, but the way we have related to it has continuously changed as educational assessment is constantly constructing itself ? both from within and in relation to the other elements of the educational process. Socially, schools represent the institution which fulfils a key-role ? its main purpose is to educate, and education has the force to generate knowledge, value, and evolution. Educational assessment meets these characteristics both intrinsically and extrinsically, in relation to everything it interacts with. The impressive capacity of the educational assessment to adapt itself to the present time but also to look towards the future is also evidenced by it claiming its presence in the processes of both teaching and learning as well as in the assessment process itself ? all assessment subjecting itself to its own rigours.