Thinking like an assessor

''An assessment approach grounded in authentic work calls for students (and teachers) to come to two important understandings: first, learning how adults in the larger world beyond the school really use or don't use the knowledge and skills that are taught in school; and second, how discrete lessons are meaningful , that is , how they lead to higher-quality performance or mastery of more important tasks''.

This makes me think that we have to be clear about what we are teaching and why, because if teachers do not have a clear understanding or the experience they need to transmit to students, how transferability can occur???  
Of course students have to reach a definite and clear understanding based on authentic work , but have we experienced enough of this real work as to put it into practice and  use it as an authentic  assessment????
A second point is how to make our daily work, that is to say, those lessons that are not thought as preparation for a test,for example, and use them as steps to build up effective learning day by day.

Secondly, as the author points out ''the greatest deffect in teacher lesson plans and syllabi, when looked at en masse, is that the ''key intellectual priorities- deep understanding  of transferable big ideas, and competence at core performance tasks- are failing through the cracks of lessons, units, and courses devoted to developing thousands of discrete elements of knowledge and skill, unprioritized and unconnected''.
I believe this is strongly connected to the school's curriculum, because if it does not present a clear picture of what it is really aiming at, in terms of learning goals, competences and skills how lessons will successfully reflect the curriculum aims. Of course one of our prevailing deffects is how we design the learning process not taking into account where we really want our pupils to get, just taking assessment as the final part of the process rather than the beginning of it.

Gaining Clarity in our Goals

I would like  to focus on  two ideas which seems to me, make a lot of sense when we look back at our work in the classroom.
Firstly, the twin sins:
1. aimless coverage of content, and
2. isolated activities that are merely engaging while disconnected from intellectual goals in the learners' minds.

There is    no doubt that in one moment or another of our careers we have found    ourselves  just     covering content for a number of reasons but not for the correct ones which  should be real learning and understanding. I think this happens  mostly because    teachers   work   very  isolated    from    each other sometimes, or we not   have enough time for reflection   after classes or simply  the  curriculum    it is not       properly  adjusted to the different sociocultural contexts in which we work in.