Rationale: Evaluation and assessment strategies have far-reaching implications for students’ learning. The assessment strategies that teachers employ shape the quality of the students’ learning experiences and can affect their learning processes. Different strategies achieve different outcomes; while traditional forms of assessment—various kinds of examinations, for example—are useful in some circumstances, more novel approaches to assessment are also appropriate. Teachers should know how to select and develop assessment techniques that are part of the instructional process, as well as a culminating event. They should value fairness, a constructive tone, and student involvement in the assessment process. And they should be able to specify clearly the criteria by which their students’ performances will be evaluated, to connect evaluation with learning objectives and standards, and to communicate their criteria to students and their families. Further, teachers should recognize that developing appropriate evaluation and assessment strategies requires that they know a wide array of formal and informal means by which to collect information about students (e.g. from parents, school specialists, test scores, student’s files, and so on). Teachers should be able to understand, interpret and weigh information about their students so as to assess their educational growth accordingly. They must, at the same time, avoid the temptation to perceive students in stereotypical ways and remain cognizant of the fact that information about a student is not reflective of the person the student has the potential to become.