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The 3-2-1 strategy is a quick way to gain information about all the students in your class and the level of understanding they have about a current unit of study. The students hot down three things they have learned about a topic, make two personal connections to the topic, and one area that is unclear or one question they have about the topic. The teacher can sort through these and plan what to teach next.

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The three facts and a fib activity is a great strategy to find out what students have learned about a unit of study. The students write down three facts and one fib about a topic. The students then take turns sharing their three facts and one fib. This activity can be done with a partner, small group, or with the entire class. The teacher can circulate around the classroom as the students are writing and sharing what they have written.

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Teachers can encourage students to provide examples and non-examples of a topic being studies. The examples and non-examples provide the teacher with information regarding the depth of understanding of the students. For example, during a unit on mixtures and solutions, review mixtures and determine student understanding by asking student to provide you with examples and non-examples of mixtures. The teacher can then ask students to explain their reasoning for classifying each example and non-example.

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Teachers can use the ABC brainstorming strategy with students midway through the unit. The ABC brainstorming strategy provides information about what students have learned about a particular topic. The students can work individually, in pairs, in small groups, or as a class. The students will brainstorm words or phrases that begin with each letter of the alphabet and are related to the current unit of study. For example, during a science unit student can write down erosion for E or deposition for D. A glance through the brainstormed lists will help a teacher determine what information is lacking and will provide direction for planning opportunities that focuses on these gaps in the students learning.

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This formative assessment works for social studies. Have students adopt the personality of a historical figure and write a postcard to another historical figure from the same era. In the postcard, the student will discuss a significant event that has just occurred. For example, a student can choose to write as FDR and he is writing to Herbert Hoover explaining the social security act.

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To check for understanding, ask students to write down a summary of what they have learned that day. Give them a length or a dollar amount that they have to spend. For example, The students will have $3.00 and each word cost $0.10. They have to write a summary of what they have learned adding their sentence up to exactly $3.00 or under. Students will then turn these in and the teacher can review them.

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This is a good formative assessment for determining if students understand a concept or process. Students need to think about the knowledge and skills needed for understanding and include that information in their teaching. The teacher will pair up students and have them teach their partner about the concept or process. The teacher can walk around and hear what the students are saying.

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Four corners is a great way to encourage movement in the classroom while learning multiple-choice questions. Each corner of the room will be designed to represent A, B, C, and D. The teacher will ask a question and students will go to the corner that they believe corresponds with the correct answer. You can also label the corners different things such as agree, disagree, strongly agree, strongly disagree. The teach can also encourage the students to share their reasons for choosing the response. By listening to the students as they discuss their reasons and share them with the class, the teacher is provided with information that can guide future lessons.

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A ticket out the door in a simple, but effective formative assessment. They are small pieces of paper or cards that students turn in as they leave the classroom. Usually the teacher will ask them a question or pose a problem and the students will solve it and turn it in. Teachers will view these ticket out the doors and will be able to assess what the students know, understand, and have learned during a current unit of study. From that information, the teacher will either create different centers and assign students to those centers or will go more in depth about a topic many students are not understanding.

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The think-pair-share strategy is a great way to gather information about the level of understanding o our students. It is a quick and easy strategy that can be used a number of times throughout a unit of study. The teacher asks a question, and students write down or think about their answers. Students are then places in pairs to discuss their responses. Teachers are able to move around the classroom and listen to various discussion. It lets them gain valuable insight into levels of understanding.