This week’s reading addresses my biggest worry which is assessment. Chapter 9 in Tompkins shows some great examples of different kinds of assessments and their practical uses. The thing that I gained from this chapter is that your assessments should have a purpose and not just be for grades. If your assessment has a proper purpose it can illustrate the goal or purpose for the assignment. I do wonder if time restraints will be a problem in an actual classroom. There is an example they have with a teacher using a checklist and writing down al the student miscues and then analyzing them. I wonder how long an activity like this takes and how often would you be able to do this. You would have to have good classroom management otherwise you wouldn’t be able keep the class under control while you’re working with the individuals.