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This formative assessment allows students to demonstrate understanding of key vocabulary and terms by sorting them into either categories designated by the teacher or by generating their own categories and explaining why they selected those categories.

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This strategy gives students the opportunity to work with vocabulary, terms, and concepts. Students sort cards with the terms and concepts into categories based on meaning. Sorting the cards gives students a structure to talk meaningfully with one another about content and helps teachers check for understanding.

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This strategy allows students to record three things that they learned in a lesson, two things they found interesting, and one question they still have about the topic.

It can be used as an exit ticket or as an assignment in the closing of the lesson.

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Used during mathematics instruction, CRA Response sheet allow for students to record responses when working in guided math learning centers (Allsopp, et. al. 2008).

For example, in our current unit, my students have an interactive math mat. They roll two dice, and represent each number with small erasers on the mat. Then they add the numbers together. They record the equation (including the solution) on a response sheet that is turned into me at the end of the guided math learning center.

This assessment allows me to see how well they access the addition standard independently.

Reference:
Allsopp, D., Kyger, M., Lovin, L., Geretson, H., Carson, K., & Ray, S. (2008).  Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics.  Teaching Exceptional Children, 40 (3), 6-16.

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Anecdotal records are personal teacher observations of student engagement and how they interact with content objectives, hands on materials, and any other important information that the teacher would want to refer to later (Cornelius, 2014).

One idea for implementing this strategy is to create an anecdotal seating chart.  Boxes are created in a document to represent each student (and the location where they sit in the classroom).  The anecdotal seating chart can be kept on a clipboard, offering the teacher a central location to record anecdotal observations.

Reference:
Cornelius, K. (2014).  Formative Assessment Made Easy: Templates for Collecting Daily Data in Inclusive Classrooms. Teaching Exceptional Children, 47 (2), 112-118.

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Exit tickets are a way to check for understanding at the end of a lesson. They can be done in numerous forms: small slips of paper, responses submitted using technology, or, as pictured here, students posted responses on an anchor chart as they leave the classroom.

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This formative assessment strategy engages all students, as they must listen to know when to share the response on their card.  It also allows them to demonstrate understanding of key concepts or vocabulary.

In my daily experience, students enjoy closing a lesson or a unit with review in the form of a game. It allows them to move and interact with each other, while still allowing the teacher to access student understanding.

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Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day, their next class, or are transitioning to another subject area), they have to hand you a "ticket" filled out with an answer to a question, a solution to a problem, or a response to what they've learned.

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Allowing students to reflect on their success or challenges after completing a lesson or assignment provides teachers with insight into their level of understanding.

This strategy can be used at any level (younger students could be provided with simple choices to circle, while older students can generate an open-ended response).

Reference:
Stover, K., Yearta, L., & Harris, C. (2016). Formative Assessment in the Digital Age. Reading Teacher, 69(4), 377-381.

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Students can use a variety of teacher-made response cards (as simple as yes/no) to quickly indicate understanding. The teacher can record these results or ask additional follow up questions to dig deeper into why a student may not have understood a topic.