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Kahoot is a great formative assessment that also integrates technology into the classroom! The teacher must first create a game which is a multiple-choice type format that can include pictures, videos or diagrams to keep the game engaging for students. Students can answer the questions via their devices and everyone can play together. The best part about this assessment tool is that students can even make their own Kahoot game, and can play each others game. It is a great tool to get students active and engaged, and teaching each other. After all, when students teach other there is a greater retention of knowledge!

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Whiteboard raise is EASY, ENGAGING, and is a QUICK way for students to let you know they understand! This could be a great tool to use in any part of the lesson, but most likely during guided practice. The teacher will ask a question, and students will simply write down the answer on the white board and raise it up! The teacher can quickly walk around and make a mental note about who is getting the questions right, and who is not. This would be very beneficial to use because if most of the class is ready to move on, the teacher can release them to do an independent practice assignment. For those students who are not understanding, the teacher can work more closely with them in a small-group setting before releasing them to independent practice.

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This formative assessment is one that can be used at any point throughout the lesson, and is a great way for students to practice non-verbal cues in the classroom. Students will each be given a set of stop light laminates. At any point through the lesson, a student can hold up a red light which means: I do not understand! Or the student can use the yellow light which means: I need help! Or the student can put up the green light which means: I understand! The teacher can occasionally ask students to raise up their light just to get a general idea of how students are understanding the lesson, or students can quietly put up their light in order to minimize distractions. The teacher can then go and personally assist that student!

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The teacher will write down a problem for students to solve and the students will write their answer down on a post-it note and slap it on the door! I could see myself using this during an inquiry-based lesson where students must figure out a solution on their own. After students have all posted their answers on the door, I can go put each answer up on the ladybug light and show students the many different ways that their peers chose to answer the problem. I would also use this assessment as a closure to my lesson or even as a review. This assessment is very versatile and easy to use!

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On a bulletin board, have pictures posted of each child. Then, laminate a word bubble next to their picture so they can write down an, "I wonder statement," about the topic they learned about that day. I would use this at the end of a lesson to see what students wrote, or I would use this at the beginning of a lesson as a way for students to predict or make inferences during a literacy lesson, or really any subject area.

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This would be a great assessment to use at the end of a lesson to assess what students have learned. In order to do this formative assessment, the teacher will give each student a post-it note. On the note, students will write down their name, three things they learned, and one question they still have about the topic. At the end of the day, the teacher can go through each post-it to see what they need to review the next day. The teacher could then write on a different colored post-it with responses to each of  the student's questions. The next day, students could come in and read the responses from the teacher. The teacher can then review the responses he/she wrote with the class to see if anyone still has questions or concerns about the topic.

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Students will be able to assess their understandings of content by giving a thumbs up for "I've got it," a thumb to the side for, "I need a little help," or a thumbs down for, "I am very confused." By doing this quick formative assessment, you will be able to see if you need to do more direct instruction, guided practice, or if students are ready to be released for independent practice time. It also lets you know exactly what area the students are struggling in, and helps to narrow down the content that you need to re-teach.

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This is a great assessment tool to use for literacy or even social studies because it helps them to impersonate characters from a text or a person from history. Basically one student will go up at a time and assume the role of either a character or famous person in history. The role of the peers is to come up with questions to ask the person in the hot seat. The teacher is not asking questions, but rather taking anecdotal notes about the dialogue going on in the classroom.  I could definitely see this being used as a closure to a lesson or as a summative assessment at the end of a unit.

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This could be used at anytime during the lesson as a quick way for students to write down what they have learned at a certain point in the lesson. The teacher can give a specific question in which students will only have one minute to answer it. The time restraint is important because it forces students to only give a specific and focused answer to the question. This assessment could be given many times throughout the lesson so that when it is time for a summative assessment, students can look back at these prompts in order to see the main ideas and concepts they have been learning about.

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This assessment could be used as a closure to any lesson. Students will receive an index card in which they list three things they learned during the lesson, two examples using the content they learned, and one question they still have or something they are confused about. This is a wonderful tool for teachers to use because it helps them to know what students understood from the lesson, and also informs them about any questions or lingering thoughts that students have about the content that was taught during the lesson.