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This is a fun, interactive, non-time consuming strategy to gather information from students about their understanding of content. In a classroom, there will be 4 corners clearly labeled: Stop, Slow Down, Keep Moving, or Let Me Help. Students will first start off grouped in the middle of the classroom, and the teacher will ask a content related question, and then say, "go!" Students will run in either corner to show the teacher how each student feels about the questions. Students in the Stop corner does not understand the content at all, and needs the teacher to reteach the content. Students in the Slow Down corner needs more time to go over the content. Students in the Keep Moving corner fully understand the content and are comfortable moving onto the next chapter. Students in the Let Me Help corner are very confident they have fully mastered the content and would like to tutor the other students. The teacher can easily take notice of which group of students require extra attention.

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This type of formative assessment could be used in the classroom or outside of the classroom (homework). It is a formative worksheet that has 3x3 boxes. Within each box is an assignment the student must complete. Students are to pick 3 activities in a row, similar to how you play tic-tac-toe, and answer the following questions. Each activity will give the student an opportunity to show their mastery of the lesson at hand. For example, in a box, it could say, "List the 3 T's you should look for while reading a Writing Prompt. Provide an example of each from any Writing Prompts you have been given this past week." The teacher has the ability to provide students with many options and can collect this as data.

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Teachers can use Plickers, an online formative assessment tool, to make reviewing fun! Teachers can create a set of multiple choice questions that are directly related to the lesson and have students answer using their Plicker. For example, if a teacher wanted to review nouns with their 1st grade class, they can set a question that states, "In the following sentence, identify the noun." The teacher can control the amount of time students have to answer, and then get immediate results. This allows teachers to collect data and reference at a later time. Teachers can also save the results and compare previous results with current results to figure out which students require more attention and those who do not.

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As a ticket-out-the-door, students are to write a maximum of 3 sentences on an index card or Post-It note what they learned that day. The trick is, they must explain the concept in very simple terms. So simple that a first grader could understand it! This would be a good idea in 3rd-5th grade. For example, if a 5th grade class was learning about the different layers of soil, to explain their learning in simple terms, he/she could say: "Soil has 5 layers. The bottom layer is called... The second is called...."

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To integrate technology tools into the classroom, students could write a song, play, or poem about their learning. For example, they could use PowToon or iMovie as a platform to present their learning to the class/teacher. If students were learning about WWII, they could create a play about the causes and effects of the war or create a rap about the different leaders during WWII.

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This requires students to have a lot of room around them, so it could be done inside the classroom or outside. Taking the students outside could entice their interests more. All of the students are to stand in a row, side-by-side to each other, facing the teacher. The teacher should be standing a couple of feet in front of them with a big gap in between. The teacher will ask a question related to the lesson, the student will either take one step forward to indicate they understand/know the answer, or stop because they do not know or are confused.

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As a ticket-out-the-door, students can use a Post-It note or sticky-note to write down 3 things they've learned, 2 things they want to learn, and 1 thing they still wonder about. In order to fully understand a concept, you must also be able to explain it into words. This is why writing it down can be a support to understanding a concept mentally.

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This type of formative assessment is quick, simple, and offers immediate feedback. I have practiced this in my mentor teacher's class many times and it has been very helpful when I am planning on pulling small groups. After a minilesson, right after the Link and before I ask them to return to their desks, I ask everyone to show me either a a thumbs-up, thumbs-sideways, or thumbs-down. Thumbs-up shows that they understand what I have just taught them. Thumbs-sideways shows that they're a bit confused. Thumbs-down means that they are completely lost. After the minilesson and I can see their signals, I ask the ones with a thumbs-up to return to their desk and complete their math stations while keeping the rest on the carpet with me. This strategy is comfortable for the kids, because they know they are probably not the only one who does not understand. It is also helpful for me because I can assist immediately since they are already on the carpet.

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This type of formative assessment will require a partner or groups. The teacher will project a list on the board that says:

1. I want to remember...

2. Something I learned today...

3. One word to sum up what I learned...

4. Something I already knew...

5. I’m still confused about...

6. An “aha” moment that I had today...

The students in a partnership or group will take turns rolling the dice and complete the statement that affiliates with the number they rolled on. To assess their understanding, you can walk around and listen in to students conversations. While listening, you can also jot down quick notes of their responses to see if it aligns with your expectations.

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Similar to the hand signals formative assessment (thumbs-up, sideways, down), this method can also give immediate results. Think-Pair-Share is when the teacher stops during their minilesson or after their minilesson to think about a question, pair up with someone, and share their questions. As the students are sharing their questions, the teacher has the ability to walk around and jot down notes on who they believe gets it and who does not. This method allows for interaction, critical thinking, and transforming their thoughts into words. To keep things fun, the teacher can ask students to think of a question, play some music to have the students shuffle around the classroom to different people, and then have them stop and share once the music ends. If the teacher wanted the students to share their thoughts, they could ask the students to repeat back what their partner's question was. This will encourage students to not only listen carefully to what the other person has to say, but ensure everyone is on task.