Scherer's view that excessive use of standardized tests can have a detrimental effect on the quality of teaching and learning has considerable merit. As long as the public views standardized test results as a key indicator of school performance, pressure on the entire school community will steadily increase. The demands of accountability for achieving favorable results on standardized tests, coupled with an already complex school environment, will continue to challenge teachers' beliefs and values ​​about what promotes quality student learning. Scherer believes that while standardized testing can have a valuable role in our schools, we must also incorporate additional quality assessment measures.5 key ideas that represent quality assessment:1. Clear Purpose The first step in any evaluation is to determine the purpose of the evaluation. Why are you doing this and what do you hope to get out of it? “Knowing the reason for the evaluation is critical because this will determine what form the evaluation will take, what it should look like, how it will be administered, and how the results will be used.” (McMillan, 2011) 2. Teacher's subject knowledge To successfully assess learning, a teacher must have in-depth subject knowledge. The teacher must understand the fundamental concepts and principles that define the subject. (Killen, 2005) Without this solid foundational knowledge, quality teaching and assessment is simply not possible. 3. Assessment methods used When a teacher has determined what he or she wants students to understand and be able to do as a result of the teaching activity, they can decide on the methods they will use to assess the level of understanding. The preliminary assessment will provide information on students' prior knowledge and assist in lesson planning. Formative assessment will measure student progress and is critical to achieving learning objectives. The summative assessment will determine how well the students have mastered the teaching. 4. Clear results A clear result is essential for quality assessment. Desired outcomes or learning objectives provide the foundation for improving knowledge. The teacher and students must have a clear understanding of the learning objectives, how to achieve them and how to understand when they have achieved them. (Willis, 2004) 5. Assessment drives performance All students want to perform well. If students are provided with feedback during the teaching activity, the desire to improve performance becomes very motivating. If a student becomes responsible for their own learning, they will become more engaged and improve self-learning. Killen, R. (2005). Planning and evaluation for quality teaching (p.