In a classroom, the process of assessment should be multifaceted and reflective of the diverse needs and abilities of students. Firstly, assessment should be ongoing and formative, providing continuous feedback to both students and teachers throughout the learning process. This feedback loop allows students to track their progress, identify areas for improvement, and take ownership of their learning journey. Teachers should also use assessment data to adjust their teaching strategies, provide targeted support, and celebrate student progress.

Additionally, assessment should be varied in format and approach, encompassing a range of methods such as quizzes, projects, presentations, and performance tasks. This diversity ensures that students have multiple opportunities to demonstrate their understanding and skills in different contexts.

Assessments should also be differentiated based on student needs and abilities. This differentiation can take various forms. It may include differentiation of content, process, product, or environment where the assessment occurs. In my pre-internship experience, I found that it was easy to engross oneself in one dimension of instruction or assessment, while completely ignoring other areas that students may require differentiation. As teachers, it is essential remember that students exhibit a wide spectrum of differences, necessitating adaptations across multiple facets of teaching and assessment. Ultimately, differentiated assessments promote equity and inclusivity in the classroom, allowing each student to engage with the material in a way that is meaningful and accessible to them.