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Exit tickets can be a great way to assess where a student is at during a lesson! These exit tickets don't have to be graded, and they should preferably not be, because they should be "low stakes", and an opportunity for students to ask you questions or talk about something that they have found interesting during your lecture.

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Google Forms can allow for students to stress-free ask questions or mention something that they have found interesting about your class or lecture! This can be an ungraded assignment where students give feedback about your lecture or answer brief questions about something that they would have learned during the day. A quick, no-stress homework assignment for the class. This can also allow for you to see what things you might have to work on in the next couple of days.

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As a future history teacher, I believe that Venn Diagrams can work extremely well for my class! This can be used to compare and contrast certain aspects of history and also allow for me to assess whether my students understand what it means to think from a historical perspective and be able to argue their positions on history, which I believe is most vital to the course. I, personally, believe that memorizing names and dates is null, when compared to actually understanding the impacts of history, and using a Venn Diagram can help to assess whether or not I have done well in that regard.

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I have mentioned in prior strategy showcase that I hope to one day introduce a "History journal" to my classroom. This is a low-stakes assignment where students get the chance to creatively explore history. They will be given a prompt, such as "Write about being a soldier during the Revolutionary War", and then they just get to write and have fun with this. I believe that it also will be a good resource for formative assessments. This is because, it will allow me to see how well they understand the time period and the effects of the events that were occurring, which I believe is most important to being a history student. I can guess that a student might not understand the period if they, instead, begin writing about World War I and fighting in trenches, as opposed to fighting the British, or something along those lines.

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This can be a fun option for students to get up and move around during a class, while also serving to be a good method for formative assessments. This is where students would be able to reenact a certain period of history and explore what it meant to have lived during that period. For example, I could say, "One of you will be a Jacobite, and someone else can be an average Frenchman, and another a noble during the French Revolution. How do each of you feel? What do you think is going to happen to you?" And the students would thus reenact this period. Seeing what they say or do can allow for me, as the teacher, to see what they have understood about the lesson and what I might need to focus more upon later.

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Quick writes can be a sort of exit ticket for students, where you set aside a couple minutes to write at the end of class. You will give the students a quick prompt that surmises that day's lectures. Students can turn this in at the end of class, allowing for me, as the teacher, to again assess where my students are at and whether or not my lecture was effective. I can also figure out things I might later need to work on with my class based on their responses. This will also allow for students to incorporate more writing into the classroom, which I believe to be most vital in learning a subject. Maybe, though, that might just be because I am a very visual learner and need to see my handwriting to memorize anything. Nevertheless, I believe writing to be very important to learning, especially history. There's something about writing that ties you to the hundreds of thousands of people who wrote to learn just as you do now and I find that really beautiful, because it makes history feel closer and not just like history, but the stories of people. Just as we do as students, the figures we learn about sat over their desks writing words over and over just to memorize them. It makes them not feel like these far-fetched idols or "figures" but real people. But, also, what do I know. I'm just a history teacher.

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History, particularly, is about learning to find the subjective amid the objective. That doesn't make a lot of sense at face-value, which is why it needs to be properly taught. History is more about looking at the broad and objective truth and coming to a subjective decision and learning how best to defend it. History is more about defenses and arguments and learning to piece things together. Thus, why I find structured debates to be so important to a history classroom. Here, students will be given a historical perspective like, "The Crusades were fully defensible and here's why," while another group would be given something like, "The Crusades were fully immoral and wrong, and here's why." This will allow for me, as the teacher, to assess whether or not I have done well in teaching what it means to be a history student, as well as seeing whether or not my students understand the topic enough to debate it. This would probably be used to supplement a class period or lecture. So, instead of giving a lecture to the class, my students would instead follow a structured debate.

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Timelines are another form of formative assessment that can again evaluate where your students are at after your lecture. This should be a low-pressure assignment where students can explore a topic and everything leading up to a certain event in history. This is important for me, as the teacher, to see how my students have understood the lectures and readings, and it also will allow me to evaluate my students' abilities to use outside resources effectively to find the dates and descriptions for each event in the timeline. This would most effectively be used as a homework assignment or an in-class assignment.

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Think-pair-shares can be a good way for me as the teacher to listen in and know my students' comprehension of a subject, as well as learning about how well they understand the historical perspective. This can be an in-class activity where students will explore a given topic among themselves. This will also help to support the students' abilities to debate and compare and contrast.

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A history podcast can be a creative formative assessment that I can use as a future educator! Students can pair together and create a podcast episode in any way they might want, as long as they are able to articulate their ideas and describe what they have learned in their recent lectures. I believe that this can be a good way to survey the students' knowledge of the unit, as well as their level of understanding of the historical viewpoint as well as their skills in debate, which I believe are both very important to being a history student. I believe that this would be a good project that students can work together to do after class.