In thinking about assessment, we have to think again about what we consider ‘achievement’ to be in Design and Technology. What is it that we want pupils to learn and how do we know what they have learnt? This chapter considers how ‘quality’ can be identified in pupils’ work and how progression in their work can be identified. In doing this it covers some of the key areas in Design and Technology that have already been discussed in earlier chapters – planning; modelling and making; design; evaluating; knowledge and skill; and communication. This chapter should help you to think more clearly about how you can plan for progression in pupils’ learning.