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Three columns underneath a learning intention: know, would like to know, learned.

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Use entrance and exit tickets. Checking start point and end point. Hopefully different!

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Ask students 'what do you know now that you didn't 5 minutes ago?'

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I have a giant arrow on my wall, from just starting out to achieved it,, students do a starter then self or peer assess the tak and place post-it note where they think the are on progress arrow. I then take a photo and show students, also compare to next mini assessment in lesson, or at end of lesson Can also check self and peer assessment ability and can target interventions to specific groups.

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Buy yourself some green/amber/red stars/smiley faces place these in the middle of their desks..start with a quick quiz at the beg' of the lesson. Then ask them to pick a star/ smiley face that best shows their understanding and place it on their collars. Continue with other tasks in your lesson and ask the students to change the colour if they feel they are progressing. By the end of the lesson you are expecting to see many greens and Ambers.

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Use a learn ometer! Students access themselves as sat/good/out against learning objectives or skills

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Really short simple one. Students put a numer out of 10 next to learning outcome/objective and justify why, end of lesson amend number (hopefully higher) justifying with new knowledge...at least that's the plan

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Class counter on Triptico

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SHOW ME - As starter, ask Students to write down as many key words they know about the topic of that days lesson on Post it note/ mini whiteboard. At the appropriate point create a new list to see if they have improved their score. Students like competition and can highlight literacy issues. Also self and peer assess for independent learning

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Not an instant fix, but for progress over a lesson, use a KWL grid.  Students write down what they know about a topic (K), and what they Want (W) to know early in the lesson.  At the end they use the 'learnt' (L) column to show what they can do at the end of the lesson that they couldn't do at the start.

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Working forwards from the learning objective write 4 statements describing what progress towards that objective would be. then colour the statements Purple (exceeding the objective creating/innovating with the learning) Green (meeting the objective with confidence and independence) Amber (almost there but needing either more support, corrections or input) Red (no further forward on the objective than the start of the lesson). Get the pupils to rate themselves at each activity transition. We use this in every lesson and pupils love it. Great for peer/self.

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After the starter/ hook, get them to write down a 'secret' question about the topic. As part of the plenary get them to 1) revisit it (and answer it) 2) Ask their table group if they are not 100% sure of the answer 3) If they STILL don't know the answer I get grilled (they have even written me a note in their own book as to what I could have done to improve when I am feeling v brave!)

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raise a hand and using fingers to indicate a scale of 1-5, show how much you think you have learnt.

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Use a continuum at start. Pupils place name on post-it note and stick onto the continuum. They might add knowledge etc. Use questioning to check. Return to at the end or during the lesson. Has their confidence increased.

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Write down knowledge of subject at the start of lesson on paper in one colour, add learning at the end of the lesson in a different coloured pen!

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students touch ankles, knees, hips etc according to the level they think they are at during various points in the lesson

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students touch ankles, knees, hips etc according to the level they think they are at during various points in the lesson