ABSTRACT
Planning assessments for the “regular” or “average” student should be the easiest to do because most resources address the needs of these kinds of students. However, we realize that within this group called “average,” we have differing academic strengths, interests, and learning styles; therefore, it is important for the teacher to find out as much as possible about these students keeping in mind cognitive stages of development and psychosocial issues. Even within the realm of the “average” student, we can find great variety in a “regular” (i.e., not special education or gifted) classroom.
