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I have used a pre-assessment activity associated with our textbook as a ticket to class. It includes a brief interactive video that summarizes the chapter, along with a five question multiple choice quiz.

While everyone completes the activity, most students feel it was not helpful. I also suspect it is not necessarily seen as a learning opportunity but an activity to check off.

I plan on continuing this assessment next semester but will introduce it differently and perhaps discuss the answers as a group in class.

If it continues to be not well received, I probably will switch to in-class quizzes in the future

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I love small group activities and incorporate several in my lectures.
Students learn from each other and  I can identify gaps in learning, misunderstandings and areas that I need to address more.
I usually limit these activities to around 10 minutes each. Our lectures are typically 3-4 hours, so we have plenty of time.

During the activities, I check in with each small group periodically to offer suggestions, clarification and just to weigh in on their discussion.

To end the exercise, I have all small groups share with the class.

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Here is a slide with a small group activity I use in my lecture on delegation.

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I have not used this assessment activity, but recently saw it in action in another class and loved it!
Basically, the instructor asks a question to the class, the students think individually about it for a minute, then share what they thought with a partner for another minute. The final step is for each pair to share their thoughts with the whole class.

Not only does this exercise support collaboration, but it gives me information about student learning and what gaps I need to fill.

The condensed time frame keeps things moving along and is different from a small group activity.

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We have four 50-question multiple choice non-cumulative exams for this class. These questions are written in the style of the national licensing exam the students take after graduation. The students must score a 77% overall to pass the course.

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Here is the test blueprint for NUR109:

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Here are a couple of questions that I included on my Bloom's Taxonomy assignment:

Which nursing intervention would be most helpful to an elderly person with impaired hearing?

A.      Talk loudly if the client does not seem to understand you.

B.      Speak in a low-pitched voice, saying each word slowly.

C.   Speak slowly in a soft, high-pitched voice.

D.   Position yourself so the client can see your face when you speak.

When assessing a client with heart failure, which of the following findings will the nurse report to the physician?  (Select all that apply)

A.        A decreasing blood pressure.

B.        O2 saturation 94%.

C.        ½ pound weight gain in ten days.

D.       Decreased urine output.

E.        Increased confusion.

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Clinical skills check-off is another summative assessment of our nursing students. It is obviously skills based and is high stakes testing. The students must pass their final check-off to pass the class.
Peer review is utilized in the lab to facilitate learning and teaching

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PURPOSE AND PHILOSOPHY OF THE NURSING SKILLS LAB

The skills lab is where you will be introduced to new skills, be expected to practice, and be evaluated on these skills.  Additionally, simulation activities will be integrated throughout the program.  Critical thinking is encouraged by incorporating the rationale for what you are learning as well as understanding the nursing assessments and responsibilities that accompany skills.  Evaluation is a continuous process utilizing peer evaluations, skills testing and clinical experiences.  The skills lab faculty and staff collaborate with the course faculty to synchronize nursing theory into labs.

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Here is an example of the step-by-step check off on a head to toe assessment:

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Here is the website

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"Davis Advantage is easy to access, with pertinent information. Having students prep before class is essential to learning. Students want to know what is necessary to know. A clear, consistent format is helpful for them."

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Here is a copy of the quiz

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I always have an open dialog with the students throughout the lecture to check in on understanding. This gives me an idea of their prepardness. Many questions are simply knowledge based to reinforce the material. I also question the students on a deeper level to help them make connections.

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I cannot give credit for this document, I believe it's something I have had in my files for a while. I believe this type of questioning can be both diagnostic and formative. But I do refer to it periodically to remind myself on how to teach at a deeper level.