Looking back on my experiences through elementary and high school to where we are now, it is evident that assessment tools have progressed and educators teaching strategies have assisted with incorporate this. When I attended school, the assessments I remember were written tests, quizzes and assignments with a rubric of what the teacher expected of you. Today there is a plethora of assessment technologies that can be used to assess student knowledge. I am not trying to make an argument that my former teachers were wrong in the way they used assessment, as it was the 1990’s and I am sure it was quite common and normal, but it has progressed to an extent far greater and inclusive for students abilities and interests. Differentiated instruction is very important within the classroom, as students learn and comprehend knowledge at different rates. Many studies have shown that active learning promotes better understanding and knowledge retention. With the rise in technology, and everyone having instant access to whatever they want to research, educators have been able to collaborate ideas for assessment strategies for their students. It can be assumed that fun, active, think outside the box type of teaching, learning, and assessing has helped countless students in their overall outlook on their educational experience. If one reflects on their own experiences 20-30 years ago, much has changed within the classroom from copying notes off the chalk board or the overhead projector, memorizing what you wrote, and then writing a quiz about whatever you learned about a week later. It is interesting to look back and see how far educational experiences have changed in a short period of time. The up to date technology and tools for us to utilize today will likely be obsolete in 20-30 years, and the EC&I 833 class of 2045 will be discussing new and exciting ways of assessing students. We need to make due with what tools and strategies we have available in the present moment, and for the here-and-now, they are quite extraordinary.