The 3 steps for evaluation

Assessment for Learning: This assessment is for the student at the beginning of the teaching period. The teacher uses the assessment to determine how he or she should receive differentiation to give the student the best chance of success. To ensure that it happens, the teacher must give descriptive feedback immediately.
Using this assessment, the teacher can identify what students already know about, and what needs to be reviewed first. For this evaluation, it is to determine their learning of past years or units. Students will receive oral comments or results by playing games like 'Kahoot' or 'Quizizz' or filling out checklists to analyze what they know and what needs improvement.
Assessment as learning: The student is the agent of their learning. They use feedback to determine where they are in their learning and what are the next steps. By examining the success criteria, the student will determine their goals and will develop a path to accomplish them.
This evaluation takes place during the learning or unit and is used by the teacher to analyze whether students are on the right track in relation to the success criteria. It will determine whether a little more consideration or development is needed on a topic and what steps one must take to have each student learn. The evaluation can be done with anecdotal notes, conferencing, interviews or with small quizzes or revision projects. Feedback will be given orally or by writing directly to the student with meaningful and punctual comments so that the student can develop next steps as quickly as possible. These assessments can be communicated to those associated with the student's entire learning. (e.g., parents, grandparents, aunt, uncle)
Assessment of learning: The assessment that comes at the end of a unit or subject, to gather what student have learned. By examining the established criteria, the teacher will now assess the learning of each student. The evaluation can be with grades, comments, feedback and will communicate the performance to the other people associated with the student's learning. (e.g., parents, principals, EQAO, etc.)
By examining the success criteria, the teacher will evaluate the student's total learning for the unit. The teacher will give several opportunities to show learning before the performance task and will determine the total learning. This assessment is done in multimodal ways, and with the preference of the students. If learning is based on knowledge, there may be tests, such as in mathematics. In their multimodal product (e.g., video, powerpoint, essay, poster, oral presentation, diorama, etc.) the student can produce a task using their type of learning and type of intelligence to have the best chance for success. Differentiating assessments ensures that all students' needs are met.