The beginning teacher: 
A. Understands the relationships between a science curriculum, assessment and instruction and bases instruction on information gathered through assessment of students' strengths and needs.
 B. Understands the importance of monitoring and assessing students' understanding of science concepts and skills on an ongoing basis, including how to use formal and informal assessments of student performance and how to use products (e.g., projects, lab journals, rubrics, portfolios, student profiles, checklists) to evaluate students' understanding of and participation in the inquiry process. 
C. Selects — or designs — and administers a variety of appropriate assessments (e.g., performance assessment, self-assessment, formal/informal assessment, formative/summative assessment) to monitor students' understanding and progress and to plan for instruction. 
D. Understands the importance of communicating evaluation criteria and assessment results to students.