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Help students grasp a new concept by having them apply it to a different area.

Let’s say you’ve recently taught how to identify protagonists and antagonists in novels. After determining students have a strong command of the concept, watch a clip from a show, movie or perhaps shorter media such as advertisements. Individually, have them write down who the protagonists and antagonists are to ensure their understanding isn’t confined to one medium.

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Encourage physical activity while gauging general student comprehension through this aptly-named exercise.

To plan, put a list of multiple choice questions together. Each should have four answers. Gather students in the middle of the room, reading each question and its possible answers aloud. Students then move to the corner that represents what they believe is the correct answer. For example, the top-left room corner can be option A, the bottom-left can be B and so on. Depending on how students move, you should gain an understanding of class comprehension.

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Keep making the most of one-to-one device use by using Prodigy to gauge students’ math skills.

When they start the curriculum-aligned video game, they dive into a diagnostic test that identifies their strengths and skill deficits to pinpoint their levels of understanding. You can then deliver individualized in-game assignments, which generate progress and performance reports.

With these formative assessment features, it’s worthwhile to try the free platform.

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Students can create a large scope of projects to demonstrate comprehension. Quick projects help them apply the higher-order levels of Bloom's Taxonomy. These don't have to be big and complicated. They can take a day, a half-day, or even an hour. Here are some extension ideas for quick projects:

Create a poster or collage illustrating the subject matter

Record a rehearsed skit or podcast discussing the topics covered

Build a diorama about the subject and create a narrative behind it

Let students design their own flashcards to test each other with

Keynote presentations made by students on the topic

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A simple but effective formative assessment is the exit ticket. Exit tickets are small pieces of paper or cards that students deposit as they leave the classroom. Students write down an accurate interpretation of the main idea behind the lesson taught that day. Next, they provide more detail about the topic.

Admit tickets are done at the very beginning of the class. Students may respond to questions about homework, or on the lesson taught the day before.

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This is a true test of relevant and meaningful learning. When students learn something they find useful, they're likely to want to use that learning in some way. Have students end the day with this one. Give them cards to write on, or they can respond orally. They are required to respond to three separate statements:

3 things you didn't know before

2 things that surprised you about this topic

1 thing you want to start doing with what you've learned

You can also ask them different kinds of questions. These are suggestions, so feel free to make up your own.

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This strategy works best for younger students. Simply provide every student with a card that has a red circle on one side and a green circle on the other. The card should be placed in the corner of their desk to show whether they are successfully working independently (green) or whether they need teacher assistance (red).

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Have students independently write three quiz questions that they feel successfully address the concept or skill from the day’s lesson. You might require students write one multiple choice, one fill-in-the-blank, and one short answer question.

If your students’ questions don’t sound similar to the questions you would have written, then you know re-teaching is needed.

Put together a quiz for the next day using the questions your students wrote!

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Gather data at two levels using this strategy. After students complete a hard-copy exit ticket, have them drop off their responses in one of four trays or folders marked “Got It," "Almost There," "Not Quite," and "Not at All.”

I particularly like this strategy because the instructor can not only gauge whether students were able to master the concept or skill, but they can also gauge whether the students felt confident in their abilities.

An extension on this type of exit ticket might be pulling all the students who sorted themselves in “Not Quite” and “Not at All” into a small group for review the next day.

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Pose a question or problem to the class. Have students write down their thoughts before "pairing and sharing" to ensure that each person is doing some independent thinking. Float and check in with student pairs, and make checkmarks next to student names on your clipboard as they provide evidence (either written or spoken) of understanding.