In this evidence sample, students were completing pre- and post- tests surrounding the various topics over the term in maths. This testing was conducted at both the beginning of the three week unit diagnostically, in order to see what students already knew and could do. It was also conducted as a summative assessment at the end of the unit in order to see the level of student development and understanding of concepts. Both assessments were informally conducted, and students were aware that this was only to inform my approach to best teach them. The use of assessment in the National Standards for Teachers at the graduate level is important for various reasons, one of which is demonstrating how assessment can be used to inform teaching through student data at different points, for different reasons and in different settings. As assessment should take a holistic approach to teaching and learning within the class, using the diagnostic and summative assessment results provided within evidence sample five allows teachers to adopt a strengths-based approach, as this data identifies student progress, as well as areas that may need some support to keep ensuring development in that topic area (Readman & Allen, 2017, p.224). Further, Readman and Allen (2017) identify that diagnostic assessment practices are a part of assessment for learning, in which assessment is used to shape further learning experiences around the children experiencing it (p.xxii). The use of summative assessment at the end also helps to demonstrate how effective formative assessment has been in helping students understand maths topics and concepts. Evidence sample five, therefore can be seen to clearly demonstrate a range of different assessment types, as per the graduate teaching standard 5.1.