Curriculum and assessment IntroductionAssessment has always been a component of education (Marwick, 2007). Our national attention to educational assessment began when the article A Nation at Risk (1983) detailed growing concerns about vulnerability in education in the United States. The journal's commentary focused particularly on grades K-12, as well as difficult issues related to higher education. National and state officials quickly agreed that assessing student learning was the method that all levels of education should use to illustrate accountability (Marwick, 2007). This article will cover traditional, reflection, self-assessment, peer assessment, and portfolio methods. Traditional Assessment Practices Instructors have historically assessed student learning and assigned grades, but often struggle to write objectives and assess student learning across all sections of a course or for all students of primary school. through university-level programs (Marwick, 2007). In the past, four-year college instructors struggled with issues related to rotating assessment requirements, keeping students focused on learning in strict alignment with state assessment requirements. In recent history, community colleges have demonstrated a strong spirit of innovation and flexibility in maintaining standards that remain commensurate with local and national assessment procedures. The most demanding area of ​​assessment is often general education objectives. These should explain what the institution wants students to know and be able to do at the end of their program of study. Colleges must answer tough questions about how they know students are actually learning what is expected. Teachers often rely on student discussions in class and pop quizzes as well as personal observation... middle of paper..... . The new year or class must match previous knowledge in class. As with all strategies, properly designed assessment plans should be regularly updated, evaluated, and revised in quarterly planning sessions to make necessary adjustments until assessment results show that students are learning what is planned. Works Cited Carr, S. (2008). Student and peer assessment: feedback for all learners. Council for Exceptional Children, 40(5), pp. 24-30. Kennedy, C., Long, K. and Camins, A. (2008). The reflective assessment technique: a new way to evaluate students' work in class. Methods and strategies in science and children, 47(4), 47(4), pp. 50-53. Mack, J. (2008). Continuous improvement schools see the “whole child.” Education, 129(2), p. 324-326. Marwick, J. (2007). Assessment: the key to teaching and learning. The AMATYC review, 28(2), pp. 57-59.