# data[].attributes.body
The use of dicussion posts in the classroom is a great way to incorporate technology as a way to assess student knowledge. It is an online communication tool where students are able to answer and/or ask questions and the teacher and peers are able to respond back. A discussion board can be used to assess a broad range of learning outcomes.

# data[].attributes.body
Conferring with students is a great assessment strategy to use during a lesson. Conferring refers to the conversations the teacher has with individual students. These conversations have a direct purpose. Conferring can be used to inform students, monitor student growth, and/or to provide feedback to students. Conferring is typically done during reading or writing workshop and is very beneifical to students.

# data[].attributes.body
When completing projects, students can demonstrate comprehension in creative ways. Students can be assigned quick projects, or take home projects. Quick projects don’t have to be complicated. They can take a day, a half-day, or in some cases, even just an hour block. Some examples of projects that can be done include:

Creating a poster illustrating the topic being taught

Creating and performing a skit or discussing the topics covered

Presentations using things such as powerpoint, prezi, padlet, etc...

# data[].attributes.body
Questioning strategies can be used with individuals students, small groups, or large group with the class in its entirety. Students are asked to answer higher-order questions. For example, students may be asked “why” and “how,” rather than simple "what" questions.  These type of higher-order questions require more in-depth thinking, and can help the teacher get a grasp on his/her students' understanding of given topics.

# data[].attributes.body
In this fun and interactive activity, students are divided into two teams. The goal is to identify correct answers to questions given by the teacher. Students use a fly swatter to slap the correct response posted on the wall/white board. During the game, the teacher can identify which students may need more attention in specific content areas and differentiate intruction accordingly. This game can be played during the anticipatory set as a review, or even at the close of a lesson as a wrap up.

# data[].attributes.body
In this activity, students are given a set of vocabulary terms and are asked to sort them into given categories. To enrich students, they can be asked to create

their own categories for sorting. This is a great activity for teachers to use during an antisipatory set to see what students already know about a specific topic.

# data[].attributes.body
The strategy requires students to take a few minutes to respond to an open-ended question or prompt posed by the teacher. This type of activity can be used before, during, or after a lesson. It is important for teachers to collect these quick writes to use them to assess students' learning. Often times, students are asked to answer the essential question/learning outcome as their prompt.

# data[].attributes.body
During a lesson, students can write their responses to teacher prompted questions and hold up their white boards displaying their answers. By doing this, the teacher can view the students' responses, and determine who is struggling and may need more attention in specific content areas.

# data[].attributes.body
The Appointment Clock is a good strategy to use as a formative assessment that can be done during a lesson. The teacher instructs students to select people to schedule appointments with every hour. Students can be given higher-level-thinking type questions to discuss in their appointments. During these appointments, the teacher walks around and listens to the conversations taking place, jumping in and noting any misconceptions or misunderstandings.  The teacher uses this information gained during these discussions to alter his/her lesson according to the needs of his/her students.

# data[].attributes.body
One way teachers can assess students' knowledge is by having them keep a learning/response log or journal. After a lesson, students can answer questions in these logs. At the end of the week, students can look back at their logs and reflect on their learning throughout the week. One strategy that can be used in these logs is the 321 strategy shown below. In this activity, students list three things they remember from the lesson, give two examples, and write one question they still have. Teachers can look back at these logs and incorporate the answers to students' questions in later lessons.