Assessment was one of my main goals going into this practicum since this was the longest practicum and I had not had the chance to experiment with different assessment types before this practicum. I have learned a lot about assessment, and I am looking forward to continue learning about new ways to assess as my teaching career begins. In this practicum, I was able to utilize different strategies such as rubrics, criteria building, and self-assessment. For rubrics, I was able to use different customized ones for a variety of assignments the students completed with me. For example, the students did a lit circle unit with me, where at the end of their first assignment I assessed them on the required areas, the content, the attractiveness, and the conventions. (Students were aware of the rubric since the beginning – aware of what was being assessed before the students began the assignment). Once the students completed the assignment, I highlighted what area they were at based on the 4 areas being assessed as well as I left a comment at the bottom explaining what parts of their assignment went well and a goal for next time (i.e., something they could have improved on). Another strategy of assessment I used was criteria building. For example, in gym, the students and I did an entire dance unit. Within this unit, we covered 8 different dance types ranging from line dancing to hip hop. In the end, I told the students they would be creating their own dance using the different styles we talked about. As a class, we brainstormed and created criteria that I would use to assess their dances. As a class, they collectively agreed on 3-6 people in their group, at least 2 different types of dances and it had to be a minimum of 1 minute long. When it was time to mark these dances, I had the students perform their dances, I used the exact criteria they created and marked their dance based on that. Lastly, another strategy for assessment I used was self-assessment. In my poetry unit, I introduced the students to a variety of different types of poems and then in the end they had to create original pieces of the poems we discussed and put them together in a complete poetry booklet. Once the students have completed their poetry booklets, they had to go through and check off the checklist given (and discussed previously) ensuring they have all the components in their booklet. When it was time for me to assess the student’s poetry booklets, I was able to look at their self-assessment, and go through ensuring they did have all the required pieces. Moving forward, I can see the amount of knowledge I gained through this practicum about assessment alone. Assessment is a fluid practice in teaching, each new teacher I talk to always have different strategies for assessing a similar assignment. As I continue to grow as a teacher and work in new schools and collaborate with different teachers I will continue to adapt and gain new strategies for assessing the students.