Classroom assessment practices can be confusing for many teachers. Terminology is numerous and elusive. Different types of assessment serve different purposes. This short discussion paper's contribution originates from my own attempt to determine whether analytic scales would be more appropriate than holistic scales for assessing the L2 writing and speaking of young adults in classroom settings. A scoping search and subsequent review of the relevant literature seems to demonstrate that analytic scales tend to be more precise than holistic scales. If the purpose of the assessment is to provide feedback for learning, analytic scales are more appropriate. Conversely, holistic scales are acceptable if the assessment is not intended to provide implications for improvement. To expand on these general statements, this paper first discusses terminology necessary to understand academic texts on assessment and assessment scales. It then discusses the assessment of writing as performed by teachers, followed by the assessment of speaking performed by both students and teachers, focusing on a small number of studies selected for their relevance and applicability to practice. I hope this paper serves its 'idea sharing' purpose by providing a gentle introduction to the discussion of assessment for teachers with little to no experience in this area.