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Colour coding assessment tasks so that all the worksheets rubrics and task sheets for that task share the same colour. This makes it easier for students to link the tasks with the assessment and I have found to be useful for differentiated learners

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In a math class writing an equation on the board and having the students write the answer on a post-it and stick it up on the class white board

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Offers feedback on learners' strengths and weaknesses in the key curriculum areas

Each learner receives a statement of achievement and a diagnostic feedback report, giving schools detailed information and parents extra trust in the feedback they receive.

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Having 'Daily Grades' is a good way to incorporate day to day progress for students and allowing them to have a comparison from previous tests and activities they have done. Daily grades also allows students and teachers to see struggle areas and difficulties that are most common among all students to reflect on level of learning and level of appropriate teaching to cater to the class.

Examples:
Having spelling tests where students aim to beat their personal best a few days before. This way, students can have a goal in competing with themselves to beat their previous score and created positive competition within the class. They can then be rewarded by a sticker chart- 10 stickers gets an icy pole etc.

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After reading an important section of the text, checkpoint tests can be used. For example such as demonstrating a skill, following an introduction of a new procedure or process. In English, a placemat can be used. The placemat can be divided into labels such as themes, characters, setting, POV. Once students read something, they can be stopped to write in the section on the section of their placemat.

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When a teacher reads recorded material, the written words reflect the student's thinking and provide an in-depth view of the learner's interpretation of the information.

Examples:
- Getting students to highlight important terms or key ideas
- Tab important or confusing sections of text
- Place an asterisk or star next to important items
- Place a question mark before a confusing word

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Students use simple drawings of important key words for the topic which will symbolise and help to remember information.

Examples:
SWAT
Signs and Signifiers in a text (Visual and Written)
Recurring motifs.
Key words for notes
Theories of analysis
Ideas/themes within a text.

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Is used to assess steps in a procedure, to organise an agenda, or to high-light items in a list. This will help students remember the beginning of a sequence.

Examples:
When learning a feudal system, can colour code each tier of the feudal system, and compare it to other feudal systems. Such as European feudal system, Japanese, Chinese etc. (History)

Can link similar definitions with names and colour code it to the topic. (Math and Science)

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Uses the numbers 1 to 5 to rank personal knowledge or levels of understanding on a topic or skill. This is done using the five fingers. Students display a different amount of fingers to display different levels of understanding.
5. I understand and can explain
4. I can use it but can't explain it.
3. I am growing but need help.
2. I am beginning to understand.
1. I am lost.

Example: English Classroom
Students in a year 8 class learning essay structure can use it to indicate how much they understand.
5. I know how to layout my essay
4. I can layout body paragraphs
3. I know the basics
2. I know a little
1. I don't know.

It can also be used  to track progression through class texts
5. I have finished the text.
...all the way to...
1. not even started.

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The learner writes a particular problem/question on a piece of paper, the student then passes it to three - five classmates and allows them to state their suggestions or answers for the learners improvement by using the more knowledgable learner concept.

Example
One student writes the question "Name a cereal brand" at the top of the page.
Students are asked to name cereal brands that they eat in the morning, each student writes a brand below the question and passes on to the next student.

Science
Students work in groups, beginning with a topic or question. They must contribute a question relating to the topic, and write it down in a mind map/squid diagram. Once each of the group members has contributed a question, they then work together to answer each question. Once they have answered each question, they then generate another question each that adds on to the answers they just discovered. Do as many rounds of this as you need, following the question, answer, question, answer format until you have a squid map, where students are collaborating to fill in knowledge gaps and learning and discovering at a deeper and more advanced level
Example:

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When teachers observe students while on a task and take notes about the progress.
Suggested procedure:
1. Blank cards per students
2. Approach each student
in turn and record clear concise observations

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Students have a card with two responses,one on each side. One side displays "I know!" and the other "I do not know!". A student can give immediate feedback to the teacher of their understanding. A student is encouraged to self review their own understanding. This can used as a pre, during and post formative assessment.

Example
A classroom is asked of their understanding of longitude and latitude and the differences between them. Students display their response card and the teacher has instant feedback on whom require assistance.

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Informal data collection while student are engaged in an activity or assignment.
It is a flexible assessment tool able to be used in any environment or circumstance.

Example:
Art: during a Art lesson after an instruction was given I would hover around proving feedback on their piece. I would identify their possible strengths, weaknesses, reactions and behaviour. Afterwards I would make adjustments based on these observations, i.e.; "insert examples"

GG
HASS-

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"Know it, show it" is used mid-lesson to evaluate students learning and understanding. Know it, show it can be demonstrated through visual and physical means. For example a teacher can put up options for a student to answer a certain question/topic and the means of answering can be illustrated, written, shown, sung etc. The aim of this type of assessment is that it is great to gauge the classes level of understanding as it can be done anonymously. Another way of doing Know it Show it in an english class, is giving students coloured post-it notes that correspond to a ideas/conventions/topics on the board and they are able to write their answers down and stick it on the correct colour post-it note and then discuss it as a class. Again, this can remain anonymous.

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What are the During Learning tools for Formative Assessment?

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What are the During Learning tools for Formative Assessment?