# data[].attributes.body
There are five main processes that take place in assessment for learning:
(i) Questioning enables a student, with the help of their teacher, to find out what level they are at.
(ii) The teacher provides feedback to each student about how to improve their learning.
(iii) Students understand what successful work looks like for each task they are doing.
(iv) Students become more independent in their learning, taking part in peer assessment and self-assessment.
(v) Summative assessments (e.g. the student’s exam or portfolio submission) are also used formatively to help them improve.

# data[].attributes.body
Approaches | NSW Education Standards. (n.d.). https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

Getting started with Assessment for Learning. (n.d.-b). https://cambridge-community.org.uk/professional-development/gswafl/index.html

# data[].attributes.body
Getting started with Assessment for Learning. (n.d.). https://cambridge-community.org.uk/professional-development/gswafl/index.html

What Is a Performance Assessment? (2021, July 7). Indeed. Retrieved January 10, 2023, from https://www.indeed.com/career-advice/career-development/performance-assessment

# data[].attributes.body
The most important factor of a performance assessment is the criteria or rubric. A rubric should provide clarity for the students to understand what the performance assessment is testing for, how to complete a performance assessment and how to get a specific grade or score. This can also help an instructor evaluate if the criteria actually measure student performance because the student should be able to use the information from the rubric to create an experiment or a report to show that they can properly apply the knowledge they gained from the course.

# data[].attributes.body
Performance assessments often use the following components:

Developmental checklists

Portfolios of student work

Progress reports

There are many types of performance assessments since they can be helpful for educators who teach different subjects. Some common types of performance assessments include:

Standardized assessments or norm-referenced: Assessments that use a basic threshold to understand student knowledge and provides a grade or score as an assessment result. Examples include the ACT, SAT, AP examinations and IQ examinations.

Interim assessments: Assessments that are administered multiple times in a school year. They use benchmarks throughout the school year to identify the success of lesson plans. Instructors typically take this time to revise course materials and instructions.

Summative: Educators use this type of assessment to evaluate student knowledge after completing a course. Educators may give this assessment at the end of the semester to understand if the coursework helped a student apply their knowledge during an assessment. Based on the results, a teacher may revise, rework and develop new lesson plans and teaching strategies for the following semester.

# data[].attributes.body
Educators use performance assessments to identify if students have knowledge of a subject or are gaining knowledge in a subject throughout the year. Educators can administer a performance assessment at any point, though they often use them at the beginning and end of the course. A performance assessment often asks students to use problem-solving skills or critical thinking to produce a report, experiment or give a performance that displays their ability to apply what they have learned.

# data[].attributes.body
An approach to educational assessment that requires students to directly demonstrate what they know and are able to do through open-ended tasks such as constructing an answer, producing a project, or performing an activity.

# data[].attributes.body
Five approaches or strategies that you can use in a lesson or programme of study.

1. Questioning
Questions are a quick and important way of finding out what your learner understands about a subject. You can use this information to plan their teaching.
There are two main types of question: closed and open.

2. Feedback
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the ‘bridge’ between teaching and learning.

3. Peer assessment or peer feedback
Peer feedback, or peer assessment, is the process by which learners assess each other’s work and give each other feedback. This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills.

4. Self-assessment
‘Students need to learn for themselves how they move up to the next level … they need to internalise the process. Learning cannot be done for them by the teachers.’ (Mary James, 1998)

5. The formative use of school tests and exams
This ‘Getting started’ guide has focused mainly on formative assessment strategies and checking learning in the classroom. However, learners often have to take summative school tests such as end-of-year exams or final exams.

# data[].attributes.attachment_link.readable_text
Assessment for learning in practice

AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them.
We are going to look at five approaches or strategies that you can use in a lesson or programme of study.

1. Questioning
Questions are a quick and important way of finding out what your learner understands about a subject. You can use this information to plan their teaching.

There are two main types of question: closed and open.

A closed question requires a short answer, such as remembering a fact. The answer is usually right or wrong.
For example, a Geography teacher might ask: 'What is the capital of Peru?'

On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. Mary Rowe suggests that increasing 'wait time' to three seconds improves the quality of answers.

One way to help increase 'wait time', and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. This immediately gives you feedback about who understands, who does not, and therefore what the next steps in the learning might be.

A good strategy to use if a learner gets the answer wrong is to make this into a positive event. You could say: 'I'm glad you said that, as I'm sure lots of other students have the same misunderstanding.'

In an AFL classroom, finding out what learners do not know is as valuable as finding out what they do know. This knowledge will help you to see what material your learners need to spend extra time on to make sure that they all understand.

Open questions need longer answers, and often require the learner to provide an opinion.
E.g. A Physics teacher might ask: 'What will happen to the flow of water through a hose pipe if a smaller nozzle is fitted to it? Explain how this relates to the study of voltage, current and resistance in a simple electric circuit.'

Open questions like this allow all learners to try to answer the question and be part of a discussion. You can then facilitate this discussion, asking questions to develop the discussion such as 'Tell me more about that' and 'Why do you think that?'

'Dialogic teaching' is a term that describes on-going talk between teachers and learners, which leads to effective learning. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings.

Reflection
Watch the video of a teacher talking about how he uses questioning. Do you use any of these techniques in your own classroom?
Transcript
Want to know more?
This video shows good use of closed questioning. How would you adapt this for your own classroom?

2. Feedback
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the 'bridge' between teaching and learning.

The aims and objectives of any assignment must be clearly understood by both the teacher and the learner. You can help by providing 'success criteria' before your learners start work.

Feedback might involve marking. However, a learner may only remember the mark/grade and not act on any comments to improve their work. In an AFL classroom, a teacher will give 'comment only' feedback on their learners' work. If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. Effective feedback depends on task-focused comments, rather than ego-focused comments.

Here is an example of ego-focused feedback: 'Great work Melanie, the best in the class.' This kind of feedback can make strong learners complacent, thinking that they do not have anything to do to improve. They might also be scared of trying something they find difficult in case they lose their high place. Weak learners can feel as if there is nothing they can do to get better.

You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning.
E.g. 'Ali, you have written a good introduction to your story. Now, can you think how you can make the description of the main character more striking?'

Reflection
Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific. What might you have done differently?

Want to know more?
In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback.

There are some good examples of how to give effective feedback in different subject areas on http://www.teachthought.com.

In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.

3. Peer assessment or peer feedback
Peer feedback, or peer assessment, is the process by which learners assess each other's work and give each other feedback. This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills.

Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically.

A successful peer feedback session requires learners to 'think like a teacher' for each other. Each learner will apply the success criteria to another learner's work, and make value judgements based on these. The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work.

At primary school level, the theory behind AFL is the same, but the tasks might be different, to reflect the different stages of the pupils' cognitive development. For example, learners could use pictures to describe positive and negative aspects of the work.

Reflection
Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learner?
Transcript
Want to know more?
In this video, learners explain what they like about peer feedback.
Transcript
4. Self-assessment
'Students need to learn for themselves how they move up to the next level ... they need to internalise the process. Learning cannot be done for them by the teachers.' (Mary James, 1998)

In self-assessment a learner evaluates their own work, and thinks about their own learning. This helps them to make sense of what the teacher says, relate it to previous learning and use this for new learning. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. However, be aware that learners cannot become reflective learners overnight. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this.

"Students need to learn for themselves how they move up to the next level."

Introducing learners to self-assessment
When you introduce self-assessment to your learners, carefully guide the process. To start with, give learners a list of questions to ask themselves, and write down the answers. Starting a 'learning log' or 'reflective journal' is good practice. This is a notebook in which the learner documents their recent experiences, asking themselves questions such as:
'What made sense and what didn't?'
'How does this subject fit in with what I already know?'
'What did I do well and what could I have improved?'

Ideally, you will talk to each of your learners individually to guide their thinking until they feel comfortable with the process. Self-assessment is an activity which requires one-to-one tutorials to be fully successful. In these short sessions, you can ask questions to help your learners to reflect on their studies.

Having thought about how their work could be improved, your learners can then set themselves targets to make their work better. These targets can cover any aspect of learning, from time management to asking more questions in class if they do not understand something.

5. The formative use of school tests and exams
This 'Getting started' guide has focused mainly on formative assessment strategies and checking learning in the classroom. However, learners often have to take summative school tests such as end-of-year exams or final exams.

Return marked test or exam papers to learners, so that they can spend time understanding where they earned most marks and where they had misunderstandings.

After the exam or test, find out which questions were answered less well by most learners. This will give you important information about what subjects, ideas and skills your learners need to work on. You can then focus on explaining the areas of the syllabus that gave problems to most learners. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity.

www.headguruteacher.com explains in more depth how internal school tests and exams can be used to maximise learning.

# data[].attributes.attachment_link.title
Getting started with Assessment for Learning

# data[].attributes.attachment_link.description
AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1.

# data[].attributes.body
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

# data[].attributes.body
The students are able to assess themselves and monitor how they learn. They can ask questions and decide what they know and can do. They are encouraged to take responsibility for their own learning and encourages self-evaluation. Teachers and students can work together to help the student learn in the best way possible.

# data[].attributes.body
Examples of "as" learning are Reflections and insights from the students themselves. When writing students can also proof-read their own writings before handing them in.

- When doing reflections, students can write down their own thoughts about their performance and how they can improve their performance for future assignments. The teacher can then assess the journal or the students can assess each others and give feedback to each other.

- Students can self-assess in any task. They can answer questions like " What do you think is a fair grade for the work you have handed in?" or "What did you do best in this during the activity?"

- Working in groups is also a way students can self-assess. They can comment on their contribution in the group assignment and if the output reflected the work put in. This helps student see that they were judged fairly.

# data[].attributes.body
Teachers can use assessments "as" learning in many ways. They firstly can gather and analyze their findings. Afterwards they can simply reflect on what they found and make adjustments in their classrooms. They can make judgments to improve how the students learn in their classroom.
What can they do with this data?

1) Gathering data lets teachers know exactly where each student is compared to the other students in their class and also on a larger scale like statewide. Teachers can see what type of instruction benefits the student most and is just beyond their level of working independently. Also, they can tailor instruction to meet the students need.

2) Set proper goals for the student. Goals should be both achievable and also a bit ambitious. This helps them make substantial growth. The teacher can set goals at first and with time the student should progress to setting their own goals.

3)Lastly, Teachers can use their feedback by evaluating programs that are offered already to promote growth. the feedback can help make changes to instructional practice and target professional development.

# data[].attributes.body
Assessment. Department of Education and Training Victoria. (n.d.). Retrieved January 6, 2023, from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx#:~:text=Assessment%20as%20learning%3A%20occurs%20when,and%20standards%20(summative%20assessment).

Assessment. Department of Education and Training Victoria. (n.d.). Retrieved January 6, 2023, from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.aspx#:~:text=Assessment%20as%20learning%3A%20occurs%20when,and%20standards%20(summative%20assessment).

Assessment for, as and of learning. Approaches | NSW Education Standards. (n.d.). Retrieved January 6, 2023, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

# data[].attributes.body
Students are able to learn about themselves as learners and become aware of how they learn. Also, students reflect on their work on a regular basis, usually through self and peer assessment and decide what their next learning will be. In the end, it helps students to take more responsibility for their own learning and monitoring future directions.

The main point of metacognitive strategy is to equip learners with the tools to understand, interpret and act upon feedback.

# data[].attributes.body
Assessment "As" Learning occurs when students are their own assessors. They monitor their own progress and monitor their progress to inform their future learning goals

# data[].attributes.body
A student can use Posterini to research and present their topic. Students are sometimes asked questions during presentations, therefor the student will have to explain their findings. Posterini can help to promote deeper enjoyment and promote deeper learning also.

I can assess the student by not only the visual impact of the final product by the knowledge they displayed on their poster boards. I also can see how well they know about their topic when they give their verbal presentations and give valuable feedback back to them.

# data[].attributes.body
1) chris.drew.98031506. (2022, October 31). 21 summative assessment examples. Helpful Professor. Retrieved January 5, 2023, from https://helpfulprofessor.com/summative-assessment-examples/

2) YOURDICTIONARY. (n.d.). Summative vs. formative assessments examples for students. YourDictionary. Retrieved January 5, 2023, from https://examples.yourdictionary.com/summative-vs-formative-assessments-examples-for-students.html

# data[].attributes.attachment_link.description
Summative assessment is a type of achievmeent assessment that occurs at the end of a unit of work. Its goal is to evaluate what students have learned or the skills they have developed. It is

# data[].attributes.body
Posterini is an online way to making posters or fliers. It allows students to virtually cut out different photos and paste them on their poster board layout on their screens.

To measure student performance we can also use:
- Graded Tests
- Projects
- Final Exams
- Book Reports
- Concerts (Music)
- Portfolio projects
- Essays
- Research Reports

Students can also choose a moment in history and write their own script so that they can perform it showing the most important parts and the issues involved.

# data[].attributes.attachment_link.readable_text
Promote a business, product, news, event or yourself around the world

Posterini is the All in One solution for your Visual Marketing Needs. Think of having templates, typography, images, shapes, visual effects, montage capabilities, full 100% flexibility and control and all of it fast and easy to use. Produce top quality professional posters, flyers and other visual products in any format you need and in a matter of seconds or minutes. Posterinis can be public or private, you choose! The Posterini Wall helps you accelerate your public marketing assets sharing your creations around the world.

Traditional design tools like photoshop have steep learning curves. Posterini takes you there faster!. Nothing to install, nothing to download, begin anytime. Posterini can be used for many purposes including: small business promotion and marketing, event promotion, party flyer maker, celebrations, holiday posters, birthday gifts, wedding cards and posters, restaurant adverts, educational posters, course offers, short film posters and professional movie posters, magazine covers and fashion posters, dating posters, personal promotion, news announcements, job adverts, creative brainstorming and much more.
VISIT THE WALL "

# data[].attributes.attachment_link.title
Best online professional poster maker app | your online flyer maker

# data[].attributes.attachment_link.description
Posterini is the All in One solution for your Visual Marketing Needs. Think of having templates, typography, images, shapes, visual effects, montage capabilities, full 100% flexibility and control and all of it fast and easy to use. Produce top quality professional posters, flyers and other visual products in any format you need and in a matter of seconds or minutes.

# data[].attributes.body
Summative Assessments are important because they show whether or not a student has mastered the knowledge, understandings, and skills that were taught to them.

# data[].attributes.body
Summative Assessments are used to assess students and academic achievement at the end of the unit or program by comparing it to some standard, curriculum or other learning objectives.

# data[].attributes.body
1) https://www.renaissance.com/products/star-assessments/
2) https://www.youtube.com/watch?v=H-WEmsuvDsA

# data[].attributes.attachment_link.title
Diagnostic Assessment: Examples & Overview

# data[].attributes.body
1) https://otus.com/guides/formative-assessments/
2) www.quizizz.com

# data[].attributes.body
1) https://harappa.education/harappa-diaries/types-of-assessment-of-learning/
2) https://www.youtube.com/watch?v=Atiuuy-7fBA&ab_channel=SirChan

# data[].attributes.attachment_link.title
Assessment FOR, OF, AS Learning| Purposes of Assessment|Assessment in Learning

# data[].attributes.body
1) Chan. (2021, February 23). Assessment FOR, OF, AS Learning| Purposes of Assessment|Assessment in Learning [Video]. YouTube. https://www.youtube.com/watch?t=199&v=Atiuuy-7fBA&feature=youtu.be

2) Instructure Team. (2022, October 13). 4 Ways Teachers Can Use Assessment Data to Inform Instruction. https://www.instructure.com/canvas/resources/all/4-ways-teachers-can-use-assessment-data-to-inform-instruction

3) Mathur, D. (2021, December 4). Types of Assessment of Learning. Harappa. https://harappa.education/harappa-diaries/types-of-assessment-of-learning/

# data[].attributes.body
Teachers can use this data from these assessments 'of' learning, be they tests or other forms of assessment to inform their own teaching practices, as well as help them better convey information to students and parents. Below are some ways the data can be used. These are personal reflections merged with some information from an Instructure Team-written article on the topic.

1) Teachers can use the data to identify what students already know or have already mastered. They can actually change the way that they teach if they notice that students did not perform well at a certain question or with a certain skill (Instructure Team, 2022)
2) Data can be used to better discuss a student and their progress. PLC groups or parent-teacher conferences work much smoother when data from such assessments are available, and they can be merged with other data to better paint a clear picture of the child (Instructure Team, 2022).
3) Students can be grouped together based on these results. Rather than using student interest or student feedback from formative assessments or other vaguer tests, these "hard data" sources can be used to better understand the students and group them together for levelled classes or to group students based on the skills they need to be trying to improve.

# data[].attributes.body
Uses the teacher as the judge, and the standards and expectations as the materials judge the student. It is a snapshot at a particular time, showing their understanding of material covered up to that point (Instructure Team, 2022).

# data[].attributes.body
Unit tests, mid-term tests, and final tests are all examples of assessments 'of' a student's learning abilities (Chan, 2021)
- These work to check whether the student has understood and possibly mastered all the skills and required information that was expected for the unit or term.
These are usually graded and will appear in a student's report card or on their final report (Chan, 2021). They can be used to compare to existing standards and expected levels of achievement for the students.

Other examples of assessments 'of' learning include debates, graded speeches, culminating projects at the end of a unit or term, and finally already presented forms of assessment like Quizizz, which can be used for timed-tests which rank students and provide immediate feedback.

# data[].attributes.body
These are primarily used as a summative assessment, checking to see if students are at the grade-level expectations within the curriculum (Mathur, 2021).
For example, a test based on the skills within the Common Core Standards at the Grade 6 level would test students on their ability to complete reading, speaking, listening, and writing skills at the Grade 6 level.
However, these need to be adjusted for the school and the program that the teacher and students are currently enrolled. Therefore, a Chinese school aiming to teach the common core to ESL students might need to lower the grade requirements for their Grade 6 students, possibly testing them at the Grade 4 or 5 level. These would need to be determined by the teacher, the school, and the education ministry as needed prior to the start of the term.

# data[].attributes.body
1) Jang, E. E., & Wagner, M. (2013). Diagnostic Feedback in the Classroom. The Companion to Language Assessment, 693–711. https://doi.org/10.1002/9781118411360.wbcla081

2) Mathur, D. (2021, December 4). Types of Assessment of Learning. Harappa. https://harappa.education/harappa-diaries/types-of-assessment-of-learning/

3) Renaissance. (2022, December 29). Star Assessments - Overview. https://www.renaissance.com/products/star-assessments/

# data[].attributes.body
An assessment 'of' learning is to evaluate students' learning and see if they match with the goals of the course as well as the expected goals that students were supposed to understand and master within the time frame (Mathur, 2021).

# data[].attributes.body
1) Department of Education. (2015). Formative Assessments. Republic of the Philippines: Department of Education. https://www.deped.gov.ph/2015/05/26/classroom-assessment-guidelines/
2) Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 46, 100485. https://doi.org/10.1016/j.asw.2020.100485

3) Mathur, D. (2021, December 4). Types of Assessment of Learning. Harappa. https://harappa.education/harappa-diaries/types-of-assessment-of-learning/

# data[].attributes.attachment_caption
Sample test result sheet. (Renaissance, 2022)

# data[].attributes.body
After completing the test, a results sheet with the information about each student, their reading level, as well as their Lexile level is provided.
- Teachers can use this information in different ways. It can be used as a diagnostic tool to measure student growth over a period of time. For example, at my school, a test is done at the start and at the end of the semester. This helps gauge growth.
- Similarly, teachers can use this when choosing a novel for students to read. This is because it allows teachers to have a general understanding of the Lexile level for each student. With this in mind, the teacher can identify and allocate books based on reading levels if different books are assigned, or the teacher can choose a book that is at the grade median level.

# data[].attributes.body
A diagnostic lesson can be used in multiple ways. Some examples of how it can be used are detailed below.
1) It can be applied as a pre-class check. This can be paired with an exit-ticket or a post-class check. By doing this, the teacher can gauge how much information the student understood through the class, whether they gained the required information from the class, or whether there are certain adjustments that need to be made (Mathur, 2022).
2) It can be used to identify a student's abilities in reading, as well as their understanding of certain skills. These are used at schools to place students in certain classes, be they levelled classrooms or in an honors program (Mathur, 2022).

# data[].attributes.body
The STAR assessment can be used.
At any school, the test is done online. It can be done in the English classroom, testing both reading and early literacy.
The questions are standarized, but also computer-adaptive based on the answers of each student.
How it works
- Students log on to the website.
- They answer questions as they go through the test.
- The test gets easier or harder depending on their answers.
- The test usually takes between 5-25 minutes depending on the level of the students and the effort that they put into completing the test.

This test is deemed to be reliable and valid based on testing done. Similar tests that are available are the Raz assessment for reading and comprehension, as well as the IXL diagnostic assessment. The Raz test can be done online or in class, while the IXL one is solely completed online.

When completed at the start of a lesson, an entry ticket can be used as a diagnostic, measuring student growth through the lesson.

# data[].attributes.body
A diagnostic assessment is a tool used to better understand a student's knowledge level, their skills, their strengths and their weaknesses prior to teaching (Mathur, 2022).

# data[].attributes.body
Quizizz immediately marks the work being done and shows the different answers on the board. It also shows the choices different students made.
It ranks students based on time used.

I use this information to better understand which students faced more trouble than others. I also use it to indentify which areas drew the easiest or the hardest questions.

# data[].attributes.body
Formative assessments are used to gauge a student's abilities and their progress in the short-term (Mathur, 2022) The goal is to better evaluate and analyze their understanding of a given skill or grammar point.

# data[].attributes.attachment_caption
Different formative assessments (Department of Education, 2015)

# data[].attributes.body
Formative assessments are short, simple checks that help both teachers and students identify a student's understanding of a given point, as well as the areas in which they are doing well or having difficulties (Fernando, 2020; see also Mathur, 2022).

# data[].attributes.body
Quizizz is an online quiz-game website that allows students to be tested on material that they have learnt in class.
- It can be used in two ways:
1) A lesson can be taught entirely on Quizizz with immediate formative assessments being done. For example, in my classroom, I taught students about similes and metaphors. After learning the definition and seeing examples, the students were asked to identify similes or metaphors, as well as explain them.
2) At the end of a novel study lesson, the comprehension questions for the day, the vocabulary, as well as the skill that was taught on the day can be evaluated.
Similarly, Kahoot can be used to perform the same function. At my school, there is an online platform for learning as well, which we use to similarly assess students during or after a lesson.
Within the article written by Fernando that has been cited above, the introduction of Moodle to formative assessments was also mentioned.