The positive consequences of assessments of learning on teachers, however, are far less widely discussed. Assessment is often an incremental, long-term process. This article looks at the potential impact of COVID‐19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. Indirect assessment provides valuable insight and feedback of students’ views of what they are learning, how programs and services are administered, etc. © 2011 Published by Elsevier Ltd. Keywords: Learning and teaching, assessment, deep and surface approaches; 1. There is no denying the impact that the coronravirus disease (COVID‐19) outbreak has had on many aspects of our lives. We need to be clear about the impact of assessment on students and their learning before we can design effective assessments. students to determine the impact of his/her teaching on student learning. The previous discussion says that assessment serves a range of purposes. The teacher intern will use an assessment that will generate the data needed for analysis, such as a pre- and post-test. Effective assessment of learning requires that teachers provide • a rationale for undertaking a particular assessment of learning at a particular point in time The assessment is designed to improve future performance, and students are important “consumers” of such information. Moreover, assessments of learning gives students the tools to assess themselves and understand how to improve. specifically as a part of guided instruction methods, positively impact student learning. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Peer review of student work. Using a unit and/or lessons, decide on a method of collecting data to determine the impact on student learning. Authentic assessments have several advantages over conventional tests. However, knowing your purpose is not enough. affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. It can be helpful to involve students in the assessment process. Learning assessments provide students with effective feedback and potentially improve their motivation and/or self-esteem. Teachers align classroom instructions and assessments with the standards, ensuring that their students will meet these high demands. Expectations for student learning are mapped out with each prescribed standard and the road map to mastery is clearly defined within the adopted curriculum. Assessments can occur at various times for distinct purposes, and the teacher should use these assessments to strategically promote and reinforce authentic learning. It should be integrated as a natural part of the students’ learning process. Students can help the teacher collect formative assessment evidence. Assessment should be useful, targeted, and sustainable. Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning. Finally, the correlation between characteristics of assessment environments and student learning responses and also features of assessment environments that appear to be associated with positive learning responses also provided. Differentiated instruction is the proactive acceptance of and planning for student differences in readiness, interest, and learning profiles, with ongoing adjustments based on the results of a variety of assessments for learning practices throughout the teaching and learning cycle. 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