You mention in your response about teachers using preassessments to determine if students already understand a topic so he or she can move on to a topic not mastered yet by students. Most of the teachers I have worked with begin the year with a review to check if the students forgot the content during summer vacation. If students remember the concept the teacher uses the review as a springboard to the next lesson. If students struggle, the teacher goes into a more detailed review, reteaching important aspects of the content. You also mentioned about teachers basing instructional decisions on assessments. Do you think teachers can create and implement efficient lessons without using assessments?
I like how you stated “Basing their instructional decisions on the assessment results, teachers have a much better idea about what students need, where they are in their understanding, and what they (teachers) must do to get them to the next level. “. This reminded me of something that I think is a really great practice- having students “reteach” material. This can also be a form of assessment as teachers are able to gauge student knowledge as they observe students working with peers and explaining concepts to one another, giving examples, and thinking critically. All this can be a wonderful tool to informally assess but yet still measure student learning and might in fact be an even better measure for some diverse learners who showcase their understanding better this way.