Educational evaluation has undergone a substantial conceptual transformation: from the quantification of discrete learning outcomes toward the interpretation of evidence about learners' ability to mobilize knowledge, skills, and other resources in context. This shift became especially visible with competency-based curricula and raises a central theoretical question: Is competency-based evaluation an extension of educational measurement, or does it represent a break from it? Using a theoretical-analytical approach, this article traces the conceptual development of measurement, evaluation, knowledge, competency, and integration situations. The analysis identifies transformations in the object, tools, and functions of evaluation. It argues that competency-based evaluation neither eliminates measurement nor reduces to it: measurement produces quantitative evidence, while evaluation integrates evidence with criteria and professional judgment to support decisions about learning. The resulting model clarifies the role of complex tasks, formative use of evidence, and teacher assessment literacy.