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Fist to four is a great way to see how students are understanding a lesson. When teaching, the teacher is able to see how his or her students are understanding a concept simply by saying "show me your fists." After the teacher asks to see fists, the student will show one to four fingers to show their understanding. From the picture below you can see that if a student understands and is able to teach someone else they will hold up four fingers, but if they don't understand at all they will hold up a one. This is great assessment tool for teachers to use because it's quick. Based on the numbers show by the students, the teacher is able to know if he or she needs to review before moving on. While this may be one of the easiest ways to assess how students are learning, I personally don't see myself using this a lot in my future classroom due to students not being truthful.

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What is the question to the answer, would be a great formative assessment for older students. For this, students will be asked to write a question that answers the word that the teacher has given them. In the example photo below, the teacher uses the word, Helen Keller. The students must use their background knowledge and what they learned in the lesson to help them create a question that's answer is Helen Keller. In the photo below, the teacher asked his or her students to write their question on a sticky note and bring them to the board. In my classroom, I would do the same thing, but if there was extra time to review, I would share some of the questions randomly. This form of assessment helps teachers see how students apply what they know to help them understand a topic. Its simplicity is great for when you're in a pinch and need a quick formative assessment.

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Show me your bright ideas is another form of what stuck with you today. This assessment is a great way for students to reflect on their day and share what they've learned with each other. In the photo below, you can see this teacher used pockets to hold the student's bright ideas. Personally, I like this idea because the students would be able to use index cards. In my classroom, I would have my students keep their index card at their desk all day, so they are able to write down a bright idea after each lesson. At the end of the day, I would let my students put their card in their pocket on their way out the door to go home. Once all the students are gone I would collect the cards to help me plan my lessons for the next day.

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Two stars and a wish is a graphic organizer that lets teachers know two things the students learned and one thing they wish they knew. The students will be given this form of assessment to help the teacher understand what he or she needs to go back over. Based on the student's replies, the teacher is able to plan instructional activities to help students improve their knowledge about the subject. When using this assessment in my future classroom I would give my students some time to fill the graphic organizer out before ending the lesson. I would let my students share what they learned with a partner, and then would ask someone to share what they learned and their question with the class. If we don't know the answer to the question, based on time, I will either look up the question or would add it to our burning questions list.

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What doesn't belong, is an assessment that shows student's understanding. The teacher writes a group of words on the board that is related to the current lesson and the students must apply what they learned to help them figure out which word doesn't belong. The students can write a quick write explaining why that word doesn't belong with the others, or even start a classroom discussion. Based on their answers the teacher can help improve students understanding by planning activities to help them understand or go on to the next lesson. Overall, this assessment is simple and one of my favorites, because it can easily be used in any grade.

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Everything we learned in five words is a great ticket out the door for the upper grades! This is a simple assessment technique because it is quick and to the point. Students will be asked to use what they learned in today's lesson to tell me five words that summarize what we learned. In the image below, you can see that the teacher let the students use sticky notes to put their words on the anchor chart. In my future class, I would add the topic to the chart so that the students can refer back to the words they used to help them in future lessons. Also, after the students added their words to the chart, I would then go over some of the sticky notes, and ask the students to explain the words they used, or even if they agree or disagree with the students five words. This way I will know if the students are comprehending what they learned and not just looking back at their notes to come up with five words.

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Emoji ticket out the door is an easy way to see how your students feel about a lesson. This ticket out the door lets students choose the emoji that matches how they feel about what they just learned. When using this assessment, the teacher will print off the image below for the students to use. In the photo below, you can see that the students are able to pick one of the many emojis. To make this a form of assessment, the students must explain why they chose the circled emoji. In my classroom, I would make my students explain their circled emoji by using academic language from the lesson. An example of this would be a student saying, "I don't understand what parallel lines are." When the lesson is over I would use this form of assessment to help me plan different instructional activities to help my students build on their schema. I could also use this assessment to build small groups based on the student's responses.

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Similar to the everything we learned in five words, five finger retell is great for younger children! In the photo below, the teacher is using this to help readers or writers understand nonfiction and fiction texts. While I really like this idea, I would use five finger retell differently in my classroom. In my classroom, I would use five finger retell as a way to assess my students understanding of the topic. During, or even after I have taught a lesson, I would ask my students to "give me five," which would mean give me five facts that you learned. Once the students have told me five things he or she has learned, I would then give the students an air high five. If a student share with the class and is unable to remember five facts, I will ask another student to help them out. When the two students have five facts in total, they will then give each other a high five.

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Dry erase pockets are a great alternative to whiteboards! In the photo below, you can see what the dry erase pockets are plastic pockets that are able to hold sheets of paper. In my classroom, I can see myself using dry erase pockets as a way to assess my students. When using these, I would call my students to the carpet for our lesson and would tell them to bring their dry erase pockets and an Expo marker. Inside the pocket, there would be a sheet of paper with one side that is blank, like a "whiteboard", and the other will have either true or false or A through D like the image below. While teaching, I would occasionally tell my students to pick up their marker because I have a question for them to answer. I would then tell the students the question and based on their answers I will continue on or review. During this time, I can also ask students to explain their answer just to see how the students are thinking.

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Clear and cloudy is a formative assessment that lets teachers know what students understand! In my future classroom, I would pass out the graphic organizer in the picture below after I have finished teaching a lesson. The students would be asked to fill out the graphic organizer with one thing about the lesson that was "clear" and another thing that was "cloudy". If time permits, I would let the students share with the class what they put on their graphic organizer. After they have finished, I will then take them up, and review them to see what I need to work for tomorrows class. As a teacher, this can help me understand what I need to review tomorrow before going on to my next lesson. This way, I will be able to help my students hit that proficient section of their zone of proximal development.