I find that if we took the time to dig deeper into the standard we could make assessments that truly test the skills and knowledge addressed by each standard. By working backwards and starting with assessment, we can then ensure that the focus of those standards is achieved within teaching time and by providing support activities for students. The most challenging part of exam development for me is focusing on the main points of the standards. There are times when I feel like there are so many other pieces or pieces of information that are important, but I need to focus on what skills, knowledge, big ideas, and lasting insights I want them to gain from my teaching activities. As for rubrics, I use them for test performance tasks, but there are many different situations when it comes to physics problems and some errors are worth a point or maybe a half and it's difficult to include them all. Therefore, I only have to declare if there is one or two errors and so on to deal with that situation, so it is based on a student by student basis which is the main focus when it comes to this course. From the knowledge gained in this course, I will apply it to make my instruction more useful "to identify strengths and weaknesses to achieve significant improvements" which is an assessment for learning and