What happened with assessment? It was very dynamic, there was not only indirect but also direct feedback. There were several ways to give oral and written feedback. I promoted peer-assessment through the use of platforms like sharing the screen and showing how to do it. Students also used self-assessment that I used as a source to give them feedback on their performance as I asked them to interact in pairs and give feedback to each other. There was a pattern in the tasks assigned to students: most of them chose their family members when they were asked to write letters. Capital letters... Students who participated more in class and had a better understanding of instructions, understood what they had to do more easily, have the capacity to help their classmates. Time for doing the activities was one of the limitations of assessment in the classroom. There were moments where nobody answered. There were also limitations with the use of technology, sometimes students involuntarily disconnected and I had to recap the class activities for them to help them rejoin. Students had a lot of negative feelings at the beginning regarding exams, they felt anxious and troubled to understand. In the construction of the assessment criteria, I realized that students can take different roles, to write and dictate for example. It was difficult for students to give names to what they choose in the assessment criteria but once they did it, they could understand it. It was easier for them to work on attitudinal than on linguistics assessment criteria. Exemplification was a pattern in the definition of assessment criteria.