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-What are his/her interests?
-How is the student thinking and learning?
-Asses effectiveness of the environment  on the student's learning
-Can you extend the student's learning?

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1. (a)  A unit may be developed continually throughout the year.

2. (b)  A unit may be revisited once or on more than one occasion during the year.

3. (c)  A unit may have a discrete beginning and a discrete end, during the course of the year, and last for several weeks. (d) Another unit may be developed at the same time as an ongoing unit, for example, (a) and (c) or any other combination

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Formative - continuous
Summative - should be linked to the Central Idea and with varied opportunities for students

Plan according to the diagnostic.

Questions / Before:
-How can central idea and learning objectives be assessed?
-What evidence will we look for?
-How can the evidence be collected?
-What experiences have been provided...?
-Will the assessment task show understanding?
Questions / After:
-Have any unexpected results occurred?
-What changes should be made in the assessment procedureWhat changes should be made in the assessment procedure?

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Observation

Essays

Interviews

Performance tasks

Exhibitions and demonstrations

Portfolios

Journals

Teacher-created tests

Rubrics

Self- and peer-evaluation

+EC appropiate tools: exemplars, anecdotal notes, continuums..photos

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Diagnose
Standards, Objectives or Learning Outcomes
Evaluate Progress
Self -eval, Teacher-eval, Co-eval

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What's the evidence that they got it?
What it's going to look like at the end?

" And then that ripples back into your design, what activities will get you there. What teaching moves will get you there?"

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Best Practice is to start thinking about what are your goals and objectives and how will you know that students are learning!

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Performance -based
Project-based
Portfolio

"Triangulate all data collected from individual student"

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Is global vs Just a snapshot

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In other words, have goals been met?