The sixth factor is “Evaluation” (McBer, 2000). Assessments and instruction are inseparable. This is the factor that decides whether effective learning has taken place, which I will discuss in the last part of the essay. Effective teachers use various assessment techniques and tools to understand their students' understanding. Assessments not only serve as a tool to measure student understanding, but also help teachers improve their teaching. They must also differentiate their assessments based on students' cognitive needs. Effective teachers use three types of assessment. Diagnostic assessment (DA), widely known as pre-assessment or prior knowledge assessment, is used by teachers to test students' skills, which will be useful for planning and guiding DI (ASCD website). Formative assessment (FA) is that continuous assessment that helps teachers understand gray areas and helps them clarify misconceptions by immediately acting accordingly. FAs can include both formal and informal modalities such as written tests, oral questions, quizzes and group discussions. It is not necessarily classified. There are also few modern differentiated FAs like ThinkDots, Cubing, Tic-Tac-Toe used by formally trained and trainee teachers in HEIs. The use of these differentiated FAs breaks the monotony of the classroom and students find these FAs interesting activities. The fear of failure is reduced here. Summative Assignments (SA) are nothing but the traditional way of evaluating students at the end of the topic/course. While SAs are important, they do not provide the opportunity for students to rework them or for teachers to support students in concept construction. But teachers… middle of paper… the school should be well trained in DI techniques and methods to meet the needs of the pupils. Effective teachers, regardless of the challenges and obstacles that lie in their path; they always find possible ways for their students to succeed through their power of resilience. To provide effective education, the school, management, environment and most importantly, teachers should be well educated to provide effective education. I conclude that students' hidden potential will be discovered with a teacher's effective teaching strategies, as Carol Ann Tomlinson and Edwin Lou Javius ​​(ASCD website) state: “Classrooms that "teach" work under the premise that potential of students is like an iceberg – most are obscured from view – and high trust, high expectations and high environmental support will reveal over time what is hidden”.