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Power is the ability to make decisions that impact assessment and evaluation.  Students have more power than they realize, I’m not sharing as much power as I could, and I do not hold as much power as many students assume.

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Products is described as consequences, which makes it sound negative.  As I understand it, these are the outcomes or lasting effects on a student after the class is over.  In a perfect world, these would fully align with my purposes explored above while also satisfying the students’ purposes (and the institution’s) - so, everybody’s.

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People is everyone who impacts or is impacted by evaluating the assessments in the class.  This includes people who may or may not be physically visible to each other, and people that some might not be aware of.

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The places that my class occupies are physical and conceptual spaces where students interact with material, with each other, and with me.

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The parts are the tangible pieces that are viewed, interacted with, and created in this class.  Some of these are provided by or influenced by the institution, some by me, and some by students.

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Processes are how the assessment cycle runs, from the introduction of an assignment to the assessment of the finished product.  There are two general processes my class, depending on the type of assignment.

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Purpose is the reason why the assessments happen, both explicit reasons and implied reasons, intended and unintended.  I have broken the purpose down into a couple of categories: purposes stated in the syllabus, purposes stated by me throughout the quarter, and student purposes shared with me from week one writing prompts.