How many of these strategies do you use in planning assessment for your students? An example of each item is explained below in italics. Identify prior to instruction what you want students to be able to do or know about. List the objectives of your lesson in terms of student behaviors and outcomes. Then make sure that every part of the lesson enhances student ability to meet those objectives. Tell students in language they will understand what the target goals and objectives are and how you and they will know they have met them. Ask students to explain in their own words what the point of the lesson is to see how their version mirrors the goals and objectives you identified. Develop a system that allows you to grade or score student achievement that accurately reflects performance and knowledge. Spend time considering whether numbers, points, plusses, letter grades or other symbols could help you accurately record, reflect and report student performance. Help students learn to self-assess by teaching them some of the methods you use to determine if they are meeting learning objectives. Here are questions they can ask themselves: Can I state why this skill is important? Can I describe when I would use this skill again? Am I able to teach someone else what I learned? Can I restate the information in my own words? Can I repeatedly perform the skill accurately? Be flexible with your instructional plans during the lesson. Pay attention to your students' responses to the lesson. When they are not able to participate in the instructional process, you need to assess what is causing the problem. If they need remediation, individual attention or motivation, be able to recognize it and readjust your strategies.