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Think-pair-share is a formative assessment that gets the students vocalizing their current understanding of the subject. The teacher poses a question to the students like, "What did you learn today in this lesson?". The students are given a few minutes to reflect. Then, the students pair up and share their thoughts with one another. Once they have talked for a few minutes, the students then share with the whole group. As this is occurring, the students are able to clear up any misconceptions they have and also make their understanding more concrete.

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Whip around is an assessment that gets everyone in the class thinking and talking. The teacher first states a question based on their current unit. The students think for a few minutes to come up with an answer to the question and facts to support it. Then the teacher "whips around" the room and repeats the question and has each student give their answer.

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Three facts and a fib is a fun way for students to work together and challenge each other on their knowledge of the subject. Individually, the students write down three facts they have learned about the subject and one fact that is untrue. Once they are finished, they will then share their facts and fib with a partner or small group. The students will then have to figure out which are the facts and which is the fib. This pushes the students to think more deeply about what they know.

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In this formative assessment, students are given a list of vocabulary words related to the area of study. After having studied the definitions the students show their ability to apply it to the world. Using a graphic organizer, the students will write examples and non-examples of each of their vocabulary words. This shows the depth of their understanding of the topic.

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Graffiti wall is something we did in class this semester. Students get to brainstorm what they have learned in the unit for the class to see and expand on. Whether it is the white board or a piece of chart paper, table by table, or one by one, students come up and contribute to the wall. They write one word or a whole sentence about what they learned about the topic. This is a fun way to get students up and moving. It is also really helpful to refresh students' memories on all that was covered during the unit.

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In four corners, the students are up and moving about the room to support their opinions. After labeling each of the four corners of the room with "strongly agree", "agree", "disagree", and "strongly disagree", the teacher calls out a fact about the subject. The students go and stand in the corner that matches their response. Once they move to their corner, the students will share with one another why they chose that corner. Then, the students share with the class why they chose the corner. By listening to their responses, students form ideas that either support or oppose their current thoughts.

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In this assessment, students show their creativity, by creating a newspaper headline related to their topic being studied. Students display their knowledge of the subject by not only thinking of a way to describe it in the headline, but drawing a picture as well. In their picture they should focus on their headline while applying their new knowledge of the subject.

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3, 2, 1 is an assessment that promotes the students to begin reflecting on the content they have been studying. On a piece of notebook paper, the students write 3 new things they learned, 2 interesting things, and 1 question they still have. The question and interesting things they learned could help form further lessons. If many of the students are unclear about something then the teacher can go back and clear it up. The interesting things they learned in the unit would help the teacher know what the students really enjoyed from the unit for future students.

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This variation of tic-tac-toe, allows the students to display their knowledge of a subject in a fun way. The teacher fills in a 9 square grid with tasks related to their topic. The students pick 3 tasks to make 3 in a row, like regular tic-tac-toe. They can be diagonal, up, down, left or right. The tasks shown below are some good examples of what the tic-tac-toe board could look like. This activity could be a homework assignment or daily work used for any subject.

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Readers theater is an activity to be used after the class reads a book together. The students use their knowledge of the book to create a script in groups. They can create their script about a second part to the book, an alternate ending to the story, or the story from another point of view. Or anything else they can think of. Once they write their script and let their creativity flow, they perform their play to the class. The length of the play can be anywhere from 3-10 minutes. This allows students to work together, be creative, and show their hard work and understanding of the book to all of their peers.