Identifying goals, objectives, types of targets and assessment methods from the beginning allows student and teacher to be on the same page. Furthermore, when using assessment methods, we must “design assessments that align with our objectives and serve our purposes (Chappui, Stiggins, Chappuis, & Arter, 2012, p. 87).” BibliographyBlack, PW (March 1998 5.1). Assessment and learning in the classroom. Evaluation in Education, 7-68. Harlen and James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education 4.3, 365-379. Higdon, R., Marshall, J., & Taylor, S. (September 2014). What's the problem? Looking beyond the Macroscope. Science Scop 38.1, 80-85.Jan Chappuis, R.S. (2012). Classroom assessment for student learning. New Jersey: Pearson Education Inc. Ketabi, S., & Saeed, K. (2014). Formative classroom assessment in the teaching and learning of second and foreign languages. Theory and practice in linguistic studies. Liu, Y. (2013). Preliminary study on the application of formative assessment in college English writing classes. Theory and Practice in Language Studies, Vol 3, No 12, 2186-2195.Williams, J. (2000). Creativity in library teaching evaluation. Review of services 28.4,