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When students complete their work and hold their whiteboard up, the teacher can quickly determine who has understood the problem and who needs help and adjust his/her instruction accordingly.

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Students have traffic-light-coloured cups or cards on their table. Depending on how students feel about their understanding as the lesson progresses, they place the relevant cup/card on their table. The teacher can then easily see the level of understanding across the class and who requires further support, and adjust pacing and activities accordingly.

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Provide students with common or predictable misconceptions about a specific principle, process, or concept. Ask them whether they agree or disagree and explain why. Also, to save time, you can present a misconception check in the form of multiple choice or true/false.

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Asking pupils to assess one another’s work based on carefully designed processes and criteria.

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Asking pupils to assess their own work based on carefully designed processes and criteria.

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Paper-based or online tools that allow teachers to get responses to questions at the end or beginning of a lesson; these answers help the teacher to design and adapt the current or future lesson.

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Can also be done through an online tool. The log is used for students’ reflections on the material they are learning. In the log, students record the process they go through in learning something new, and any questions they may need to have clarified.

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Randomly selecting pupils to answer a question, for example through a random name selector tool, rather than choosing students who have their hands up.

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The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree. The teacher presents a statement and asks pupils to express their opinion/understanding and move to the corner that represents it.

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The teacher directs students to find three people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking. The teacher determines the stopping point and asks students to meet with their quarter-hour appointment to discuss their thinking about a couple of questions the teacher has posed.  The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings. The teacher uses this information to adjust instruction by redirecting the next segment of the lesson.

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Ask students to write a summary sentence that answers the "who, what, where, when, why, how" questions about the topic.

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Teacher takes notes during and after the lesson about student activity, learning progress, etc.

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Non-linguistic representations that allow pupils to illustrate their understanding of an idea/concept; this can include mind maps, photos and drawings.

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Assessment that requires students to incorporate movement to demonstrate their understanding of a topic or concept; can be used in arts, dance, music, etc.

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Offline or online quizzes used in a formative manner to help teachers and students understand progress, e.g. Kahoot! Socrative, Mentimeter, Tesmoz.