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The graffiti wall is a fun assessment strategy that is a visual representation of what the students have learned. The teacher will provide the entire class with one large piece of white paper and ask their students to cover the paper with short reflections on the new unit of study. The reflections can be facts, sketches, opinions, etc. relating to the new topic. This works best if done midway through the new unit. This way, the teacher can get an idea of what the students are clear on and which gaps to fill while continuing on with the unit.

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With this strategy, the teacher can ask the entire class a question about a particular topic and have them record their answers on a small, individual whiteboard provided by the teacher. The teacher can circulate around the room to observe the students answering the question, or ask the entire class to hold the boards up. This strategy is good for one word answers and even for drawing and labeling diagrams. This way, the teacher can see which students may need extra assistance with a topic.

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For the traffic light strategy, each student in the class is given three circles which are green, yellow, and red. In order to check the students' understanding of newly introduced topics, the teacher will ask students questions about the topic. If the students understand the statement and are ready to move on, they will hold up their green circle. If they are fairly comfortable but can still use more clarification they will hold up their yellow circle. If the student is confused and does not understand the statement and is not ready to move on, they will hold up their red circle. This is an effective way for the teacher to receive immediate feedback and be aware of which students need extra help before moving on as a class.

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Thumbs Up, Thumbs Down is a quick and easy way to do a comprehension check. After introducing students to a new topic, the teacher can talk about a series of ideas pertaining to the topic  and the students can either give a thumbs up if they understand or a thumbs down if they don't understand, and want the teacher to go more in depth. This is a good way for the teacher to decide which areas of content to specifically spend more time on.

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This strategy gives students to talk to another classmate (preferably their elbow buddy) about what they have learned pertaining to a new topic introduced in the class. Both students will get the chance to speak and discuss their thoughts. While the pairs of students are discussing, the teacher can circulate around the classroom and listen in on the conversations that the students are having to assess how well they understand the topic.

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For this strategy, each student is to keep their own journals to make reflections about what they have learned in class. After something new has been introduced, the students will be given a certain amount of time to make an entry in their journal about what they have learned. This will be the most efficient if done right after the new topic is introduced and explored as an entire class.  The teacher reads the journal entries to assess how well the student has grasped the concept that was taught in class.

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This strategy is a good way to determine how well that students understand a particular topic. The teacher will ask the students a question and tell them that they have one minute to write down a response. The question must be something that is possible to answer in one minute and aims for the purpose of students making their own personal connections to a topic.

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This strategy is a great way to get students up and moving, which can be a very affective way to engage students and further their understanding. The teacher will label each corner of the room with either "agree", "disagree", "strongly agree", or "strongly disagree." The teacher will then call out facts or statements about the new topic and instruct the students to choose a corner. Once everyone has chosen a corner, the teacher will choose a couple of students to explain why they chose the corner that they did with the class. After listening to the students' explanations, the teacher has an idea of where the students stand in terms of the topic and can get a big picture of what needs to be focused on for further lesson on the particular unit.

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In order for a teacher to see where their students are while they are covering a concept, they can have their students use the list 10 things strategy. The students will be instructed to list 10 things they have learned on the topic being covered. The teacher can read the lists and see if the things listed are sufficient and can fill in any learning gaps that the students might have.

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A good way to assess student learning is an exit ticket at the end of the introduction to a new topic. An exit ticket can be a small piece of paper or an index card where students can write responses to a few questions about the topic. The slip of paper will be their "ticket" to leave. The teacher will determine which questions will be best to assess how well the students comprehend what they have been taught. This way, the teacher can read how their students have written and decide if they want to spend more time on the material that they have taught that day or if it is safe to move with the curriculum.