Assessments should be designed to support student learning and to inform instruction by first focusing on the long term goals. The curriculum design process should also pinpoint what is most worth understanding and instruction should be done with the goal that students will have the ability to transfer the learned knowledge in the future. Building in time for feedback and revisions are specific examples for how students could be directed toward the larger goals. Giving students the ability to stop, reflect and revise can really get students to rethink the trajectory of an assignment. This time also allows instructors to analyze and customize instruction. The process creates more opportunities for exploration which creates more opportunity for learning and advanced instruction.