Through various assessment and evaluation techniques I am able to identify and adapt the students’ instructional plan with their cognitive, social, cultural, emotional and physical needs in mind; ensuring that all students are achieving to the fullest of their potential. Students are also actively involved in the teaching/learning process through self and peer-assessment as well as goal setting. I use both assessment for learning and assessment of learning to guide and adapt lessons and learning goals. The focus of lessons and teaching was on the process, not the product.

Assessment is an ongoing process that drives instruction. The focus of student learning is on the process, not the product. Learning is not a linear process, but rather a cyclical process. The emphasis is not memorization at the end of a chapter, but rather an on going process of learning.

Another aim of assessment is to develop life skills such as commitment to a project, getting right to work, accepting and meeting challenges, meeting deadlines, cooperating in a group, making decisions, questioning, and formulating new answers. This is monitored through checklists, anecdotal records, tests, group evaluation, rubrics, participation, and self-evaluation, etc.