These depend on the specific objectives of each lesson. If for example our goal is to teach maths (sizes, grouping), to help them take decisions, to discuss and to try to use the persuasive language, then these are what we are going to evaluate. This does not mean that we have to forget about the general criteria. The list of criteria could be indefinite and all we have to do is to decide on which levels of development we target, and which are our particular goals. It will be helpful if we divide the criteria into general aims and particular objectives.

HOW?
We mentioned before that the children should be aware of the criteria on which they are being evaluated. The first kind of evaluation through reflection is happening in the classroom but this in no time involves assessment. The children should not feel as if they are being tested on what they have learned. The evaluation in the classroom with reflection could be done in different ways:

1) In role: children express their opinion for the events-actions while in role

2) Out of role: Either in the middle of the process or during a break or at the end of the session the children discuss with the teacher about what happened in the classroom. In this stage the teacher is able to get the first information on what the children have learned.

3) By writing in or out of role (sending a letter, writing an article, writing a diary etc)

4) By drawing (in or out of role)

5) By creating still-images for which the children offer their opinion.

** One of the most important elements to remember is WHAT the teacher will ask and HOW he will pose the questions.