As an education candidate, I understand the importance of designing student assessments. The instructional outcomes of the pre and post assessment that I conducted for my Cinquain Poem unit plan were able to be assessed using clear criteria for student work. The test consisted of multiple choice questions on the parts of speech in a Cinquain poem and a fill in the blank section of its structure and setup. During this assessment, I was able to construct it to where I could read questions and options aloud to students with IEPs and 504 plans. This provides these students with Differentiated Assessment in order to provide accommodations for success. This goes along with Carol Ann Tomlinson's research on how differentiating instruction and assessment ensures that ALL students have what is needed to succeed. I was able to adapt methodologies for individual students as needs arose during testing through this aspect. For another form of assessment during this unit, I created a Kahoot game based on haiku and Cinquain poems to play with my students. My students contributed to this part of the assessment plan because they had previously explained to me that they love to play Kahoot. I was able to use this type of formative assessment to include student and teacher use of the assessment data and information. I was able to use the Kahoot data to base how in depth I needed to go in reviewing Haiku and Cinquain poems in the upcoming Venn Diagram lesson comparing and contrasting the two. Students were able to use this data to think about which type of poem they struggled with more in order to pay deep attention during the lesson.