CTT Guide to Classroom Assessment

Without clear goals, we cannot readily assess the effectiveness of our efforts or realize when we are off course, how far off we are, and how to get back on the right track.

Classroom Assessment Techniques: A Handbook for College Teachers (1993)

Although assessments may be administered in a variety of ways, you plan for them in the same way – by asking yourself:

  1. What do your students need to know or be able to do?
  2. What would be the best evidence of the extent of their progress toward this goal?