The article starts by defining standardized measurement and evaluation, in education as well as describing its present global situation, particularly in what deals with international achievement assessment studies. The respective relationship between validity and reliability, vis á vis actuality and effectiveness, is explored, elaborating further upon validity.  Following, intrinsic limitations of standardized measurement are discussed through a concrete example. Differences between measurement and evaluation, in education, are pointed-out, as well as those existing between norm and criterion referenced measurement. It goes then on by discussing the actual possibility of integrating both types of measurement into one single instrument. A review of the pros and cons of presenting the results of assessments through a quantitative or a qualitative format is reviewed, advantages of the latter being emphasized. A enumeration and comment about the technical ways to allow for comparisons of standardized assessments results  is presented, as well as  the conditions for these to become real tools for education policy are stated. Finally, the article states, comments on and critically discusses two recent expressions about measurement and evaluation in education: the alleged reappearance of formative evaluation and the artificial distinction between evaluation of learning and evaluation for learning.

Measurement, evaluation, comparability, policy, education.