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Students will be given a paper with an empty box that resembles an Instagram post. Students will draw and caption a picture and make a profile name. This assessment can be used for every grade. It can be used as a project grade with multiple "posts" or it can be used as a quick after-lesson assessment.

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Students will have a system of understanding through the use of finger symbols. This will be used as an understanding tool throughout the semester. This assessment involves holding up fingers corresponding to understanding. Five fingers mean you completely understand a topic, while a fist means I don't understand at all.

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Students are given a "Tweet sheet". They wont be actually tweeting online. This assessment challenges students to put what they just learned into 140 characters. Students can tweet something they learned or they can tweet a question. This can be an open ended response.

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This is not the formal name for this assessment, but it is very similar to a "steak card" at a steak house. Students will be given a card. One side is red and one side is green. Students will turn their card to the green side if they are content and do not need help with an assignment. The red side will be shown when a student is confused or needs more explanation of a lesson. I would use this method during independent practice. This assessment can also be used in group discussions, as students can hold up their cards if they don't understand during a lesson.

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A great way to assess a student is in a "Jeopardy style" assessment. An educator will give one answer with multiple questions. This assessment can be used as morning work or during free time. This could be used after a lesson to see how well they understand what they just learned.

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An emoji ticket is an assessment tool that is culturally relevant. Children will have so much fun filling out an emoji ticket. This assessments allows children to pick emojis that describe their feelings about the lesson you've taught. After the student has picked an emoji, they will explain why they picked those emojis and why they believe these emojis relate to the way they feel about the lesson. This assessment could also be used after learning controversial lessons so you can see how students feel with what they are learning. I would use this method for reading. For example, a question I would ask after my lesson would be "How does this character feel?", and the students could then match an emoji to the feeling that they think the character feels.

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This worksheet consists of three things the students have learned from the lesson, two important details of what the students learned, and one question they still have about the lesson. These are the three questions that the 3,2,1 sheet asks a student.  This assessment allows the student to explain in detail what they have learned. Students can be given this assessment after a lesson or at end of the day to review everything that was learned. It can be used as a ticket out the door.

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This method can be used after a lesson and at the end of the day during dismissal. It involves hitting a beach ball around the room. You can have the students pass it back to the teacher so the teacher can hit it to certain students they would like to assess. Each color of the beach ball has a different question. Some examples for questions on the balls would be: "One thing I learned today" and "One thing that I am confused about". I would also take notes on what each student has to say.

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The stoplight method is a way to formally assess what your students just learned during your lesson. This method will have students place a sticky note with some comments regarding your lesson on where they think they stand. They will place their sticky note on green, yellow, and red. They will place a sticky in green with something they learned. I would also use this after asking a question and see how confident the students are in their answer.

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These challenges can be a daily assessment in the morning or after a subject to monitor understanding. These "challenges" can also be placed on the board at the beginning of the day. Students can work on them as an assignment or during their free time. They are short questions that can be answered quickly, and are also vague so students can think beyond the task at hand.