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Students form an inner and outer circle facing a partner. Then the teacher asks a question and the students are given time to respond to their partner. Afterwards, the inner circle rotates one person to the left. Then the teacher asks another question and the cycle repeats itself.

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On the whiteboard or projector the teacher can display 6 questions from the lesson. Students can work in groups of 4. Each group will have 1 die. Each student rolls the die and answers the question with the corresponding number. If a number is rolled more than once the student may elaborate on the previous response or roll again. The answers to the questions can be given orally or can be written.

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During independent practice or workshop centers, the teacher can call one student at a time to confer and check the student's knowledge about the given lesson. During conferring with the student, the teacher can give prompts for student to start the conversation about what he or she have understood about the lesson and guide he or she as necessary to understand the lesson's goal

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This assessment can be given to students to determine how much were they able to grasp out of the lesson taught. In addition, it shows the teacher what key items of the lesson need to be revisited. For example, the list show below allows students to write three things they learned about the lesson, two things they found interesting, and one thing or question they still have. Students who are able to fill the list to it entirely can be considered as they have a good understanding of the lesson. The students who struggle in filling the list are the one who will need more assistance and perhaps a different strategy to understand the lesson.

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Each student will receive a mini-whiteboard to work with during the assessed lesson. The teacher may let students work in small groups or individually. The teacher will give students a question or problem to work with on their whiteboards. As students work on the question or problem, the teacher can work around the classroom and look at the work of students and quickly assess the students who have understand the topic from the students who need additional assistance.

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For upper grade students, a great assessment can be creating a presentation about a given topic. This will require for students to do research about their topic and have a clear understanding in order to put a concrete presentation together. In addition, students will have to share their presentations with the class which will also require a clear understanding of the topic.

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It is a virtual classroom where students can log in and take quizzes, assessments, or on the spot questions loaded by the teacher. Teachers are able to add students and create a classroom number in order for students to find their class. It is similar to Kahoot.

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Flubaroo is a website in which teachers can create quizzes for students to take in order to assess how much of a topic students have been able to understand. In addition, flubaroo works with excel spreadsheets that allows teachers to grade their quizzes as well as a break down of which questions were score correct and incorrect, each students' score, the score as a class, etc. Also, it provides the option for the teacher to email the results of the quiz to students.

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Not have enough time for grading? Want useful measurements on student performance? Want to assess student understanding in real-time? If so, then Flubaroo can help! Grade assignments and assessments in under a minute! Get reporting and analysis on student performance. Quickly send scores to students. Saves teachers an average of 3.7 hours per week!

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This is an example of an upper grade class, however, I believe that it can me rearranged to make it work as well with other grade levels and subject areas maintaining the concept of the assessment. The assessment consist of the teacher writing a warm-up problem on the board. Then she distributes index cards for students to work on the problem. After a few minutes of the students working on the problem, the teachers lets them know times up and that they need to write their name on their card and pass it over. As the teacher collects all the cards, she quickly sorts through them and separates the cards in two piles, the ones that got it right and the ones that did not. Later, she sorts again through the ones that got it incorrect and picks her favorite incorrect one or "my favorite no", to work on with the class. She begins by pointing out what was done correctly so the student who's card belongs to does not feel like he or she did everything wrong, then she moves on to pointing out the mistakes but has the students think and participate to provide the correct answers. This allows the teacher what percentage of the class have understand the concept and which others need re-visit it/additional assistance.

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It is used by teachers in the classroom to assess how much information of a topic students have retained or if students have grasp the lesson's concept. Teachers bring up the program and project it on the board to show the questions students are expected to provide an answer to. Then, students are given a small piece of paper with a code image in were each side displays A,B,C,D, which are use to provide an answer to the multiple choice question projected on the board.  Students must face upwards the side they decide is the correct answer. For example, if the students believes "B" is the correct answer to the question, he or she must make sure that "B" is the letter facing upwards on their code card. Once all students have selected an answer, the teacher goes around with their technological device that has plickers pre-loaded and use the device's camera to scan all students cards. After all cards have been scanned, the results will project next to the multiple choice question on the board and will show which students responded correctly to the questions, and which did not.