This paper presents a concise non-technical explanation of the process of classroom developmental assessment, a child-centered, classroom-centered multi-dimensional assessment process designed to help teachers find out as much as possible about individual children so that appropriate educational experiences can be planned for each child. A step-by-step procedure for doing a developmental assessment is outlined. The steps include determining the goals and specific objectives of the program, choosing the best ways of gathering information, gathering the information, using the information to plan the program, reassessing to check the child's progress in the program, and planning again. Special emphasis is given to ways of gathering information, which include using published instruments, locally-developed instruments, systematic observation, parent interviews and questionnaires and samples of the child's work. Also discussed are changing concepts of testing, assessment and evaluation, formative and summative evaluation, normative and criterion referencing, and commentaries and conflicting views on the place of tests, testing and assessment in evaluation. (Author/SB)