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I like to use whiteboards when we are working in a large group at the carpet. I can quickly scan to see and note down who seems to be struggling, and I can work with them later on-on-one or in small groups. I also like to use exit tickets, for a quick assessment after learning new concepts, to check for understanding.

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One assessment-for-learning tool I’ve found highly effective is Knowledgehook, especially the Game Show feature. My students always ask for it, and I usually use it at the end of a unit to check their understanding engagingly.

For assessment for learning, it allows me to see real-time data on student understanding, helping me quickly identify gaps and misconceptions. It analyzes student responses and highlights areas of need, which helps me provide timely, descriptive feedback and targeted support.

It also supports assessment as learning because students are actively engaged—they work through interactive questions, reflect on their thinking, and can ask for help when needed. This helps them become more independent and take ownership of their learning.

Another strength is that it builds students' confidence and engagement, like warm-ups, gameshows, and making math more enjoyable, while still providing meaningful data for both teacher and parents about student learning. https://www.knowledgehook.com/

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Sharing learning goals and co-creating success criteria with students strengthens both their understanding and their confidence, while fostering greater autonomy. The purpose of assessment is to improve learning by helping students set meaningful, individualized goals based on their needs and interests. When students are involved in co-creating success criteria, they develop stronger connections to their work and are more likely to succeed because they have a clear, shared understanding of what success looks like. This approach makes expectations more transparent and manageable, allowing students to focus on what is needed to meet their goals and curriculum expectations without feeling overwhelmed.

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When I was providing Math resource help a number of years ago, I supported some ELL Grade 6 students during their regular math program.

After the instructional period (initial lesson) and independent work period, their homeroom teacher would provide only 1 timely key question from the Nelson Math text to provide a quick snapshot of whether the students understood the material.

He would then randomly give out the sticky notes to mark as he worked through the problem on the board.

Afterwards he collected and recorded the results as part of their overall mark.

It was like a mini-pop quiz everyday that students knew to expect and gave him insight as to whether or not they understood what was learned. However, this didn't inform the next lesson he taught and it was simply one and done and he made it a point to get through the entire Nelson Math textbook which as I remember vividly left little time to reflect and work through mistakes...

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My favourite diagnostic assessment is usually a question that I pose the students and they use LCD doodle boards (like the one I linked to here...I got sets that were all the same colour so they couldn't argue over them. It saves a lot of $$ on whiteboard markers).

We just started our division unit. I hand out a bunch of individual division questions (randomly) and the students work to solve the question on the boards.

Sometimes I have the students walk around and see what strategies they see that others have used. Then, they report back to me.

We work as a class to answer a different question in a bunch of different ways (I model and write down the responses on the anchor chart).

Then, I give them a paper and ask them to write down how they answered their question, and then encourage them to show me in a different way that they saw.

I usually take this paper and it gives me a good indication of where we are to start.

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LCD Writing Tablets Black 12 Pack Drawing Memo Tablet 8.5″ Upgraded Drawing Pad Reusable Writing Board Learning Drawing Board Writing Tablet Bulk for Class Education Office for 3+

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LCD Writing Tablets Black 12 Pack Drawing Memo Tablet 8.5″ Upgraded Drawing Pad Reusable Writing Board Learning Drawing Board Writing Tablet Bulk for Class Education Office for 3+ : Amazon.ca: Electronics

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. "Show Me" Boards with mini white board

Every day I project a problem on the board as they enter the classroom. The students have until morning announcements to come up with an answer. They write it on a whiteboard and place it face down on the ledge of the large whiteboard.

The Data: Once we assemble at the carpet I will flip over the board and my special helper will group people with the same strategy together. You can quickly scan the room in three seconds. If you see 20 different versions of $2x + 5 = 15$, you know you need to stop and reteach the inverse operations before moving to multi-step equations. By grouping together strategies we can discuss how students solved a problem and which strategies are the most efficient.

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Individual dry erase whiteboards are a highly effective tool for assessment for learning in Kindergarten, and I use them for pretty much anything as they make student thinking visible in real time. During whole-group instruction, they allow every student to actively participate and respond to simple prompts, giving immediate insight into who is understanding the concept and who may need additional support. The quick whole-class snapshot helps guide instructional decisions on the spot or informs small group follow-up. The other great thing is that response can be easily erased and revised, so whiteboards also create a low-risk environment where students feel comfortable trying, making mistakes and improving their thinking.

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I like to use the Q&A strategy with my older learners because anything else is a struggle. During this process, they are able to hear the perspectives of others and add to their list of strategies. Also I like doing practice(deliberate practice) questions in the middle of the lessons for them to work collaboratively with each other. And exist ticket at the end so that I know where to start the lesson for the next day.

While for the younger learners, I have found a liking for knowledgehook, I use it in two ways, 1 as a diagnostic tool and 2. as a tool to test if learning took place.

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Favourite Diagnostic Assessment in Grade 3: Knowledgehook

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Favourite Diagnostic Assessment in Grade 3: Knowledgehook

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The last time I taught a homeroom, so full math, at least one hour every day, I turned to Knowledgehook. I had used it before in other occasions but at that particular time it was a life-saver. I started in January and had to pre my students for the EQAO. To my dismay, they were so behind in everything. The work I saw in class when I arrived was equivalent to Grade 1, e.g., naming shapes. I got them into Knowledgehook while I worked with the ones with more difficulty. Then, from their wrong answers, I taught exactly what they didn't know instead of doing everything since the beginning. This year I didn't teach math as I traditionally do. I got math into everything: language, gym, arts, etc. Whatever I was teaching it was integrated with math and knowledgehook was the tool that helped me to understand where the needs were.

Now I am supporting the ELLs in Grade 1/2 so whatever work they do it is my diagnostic: quiz, booklets, textbooks, observation while building, etc. We are starting Knowledgehook there too but very slowly as we don't have enough devices.

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A diagnostic assessment that I enjoy using in my classroom is Think-Pair-Share. I would put an open-ended question of the board when introducing a new topic, give students a minute to process and form their own ideas and possible answers. Then students would have to find a partner to discuss their ideas or thoughts with a peer. During this time, I would circulate to listen for ideas, minceptions, if they are making connections to previous grade or past topic. Finally, we would come back together and share our ideas. During that time I would observe if students can explain their thinking clearly, who is hesitating to share and relying on peers and any misconceptions. I would use a Think-Pair-Share to help guide my instructional teaching.