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Give students options of sharing their own understandings and allows them to seek more by asking questions of others.

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Gives the students the opportunity to show where they are and then the connections they will make from the point.

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Eduprotocols is an approach to gauge student understanding utilizing the 4 C's . Free Templates - The EduProtocol Field Guide

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https://www.eduprotocols.com/free-templates

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EduProtocols: Teach better, work less, achieve more with easy to use lesson frames to spark student engagement.

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Students engage in activities in which they receive no instruction, but have to utilize their prior knowledge to complete the task. The teacher only facilitates and asks questions to guide thinking.

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Students get to practice reciting poems related to the unit at the end of the class as an exit ticket.

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Tell me 3 things you know about the problem

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Tell me 3 things you know about the problem

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Asking this question gives students of all levels the ability (low floor, high ceiling) to answer and think about a problem (without having to solve right away).  They could answer anything from what the problem is asking, to a strategy of how to solve it.  Their answers can show the level of understanding they currently have.

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Students have an opportunity to think about an idea, sharing with a partner to see what others are thinking, and then sharing with whole class.

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Asking for feedback from students to see where they learned the most throughout the unit and asking them for ideas on how to make the unit better. This allows for the teacher to know the depth at which students learned and where a teacher can improve on practice.

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I ask students how they are feeling at the beginning of a lesson. They choose an emoji based how they are feeling at that moment. After the lesson I asked the students how they feel about what did they just learn. We use the happy emoji 😀 for I understand. We use the neutral emoji 😐 for I am confused. Lastly we use the not so happy emoji 😕 for, stop I need help.

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My second grade students had an opportunity to act out the central idea at the end of the unit.
**The way we interact with our society determines our consequences.
Students act out different interactions in their life  and students narrate what happened and the type of consequence.

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In my opinion, this assessment is most appropriate for intermediate grade levels.

A mind map can be used to show understanding of content and concepts. Students can add to their mindmap as they learn, placing the central idea in the middle, and their points of learning branching out from that. Adding to their mindmap would provide an opportunity for students to make connections in their learning as they continue to learn more in connection to the central idea.

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Check for understanding in a variety of ways. Exit tickets can be scaffolded for different learners. They allow the students to show what they understand and what they still need to work on understanding about the lesson.

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Students have the opportunity to talk with their partners and discuss about a problem and come up with the best strategy to solve it.

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These thinking routines help students to dive more deeply into content by leading their thinking. The use of these routines will allow for teachers to see students' understandings to inform next steps.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Glow: compliment, comment, highlight your student's successes
Grow: Next Steps to deepen understanding

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At the end of the day (or lesson) the students are asked to have an "attitude of gratitude" about their learning. i.e. "I have an attitude of gratitude for learning why the Revolutionary War wasn't so revolutionary." Helps to see the level of their learning.