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Every student should write a sentence about the lesson learned or a question they still have. The snowballs will be thrown to the front of the room. Next, they will all randomly pick up a snowball and read it out loud to the class. Students can comment and answer the questions.

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Students are assigned one or two problems. Once done, the instructor will collect the papers and sort them into yes/no piles. The teacher will pick her "favorite no." This problem will get analyzed as a class to figure out what the student did right and what they did wrong. The instructor will call it her "favorite no" to let students know that mistakes are alright. It shows students where they got lost and that not every step was a mistake. Teachers can then assess how far a student is from being right.
"It is my favorite no because it showed some good math"
What is right should be discussed first so the student feels like "Oh, I did do that part right!" Student would be kept anonymous. Only you and the students should know who the problem belongs to.

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This assessment allows for students to process what they have just learned. It also gets them thinking about why they learned what they did. Students are expected to answer the questions below so the instructor can provide feedback and check for understanding.

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It's grading time kids! This assessment will have students answer the same question on a piece of paper. Next, the teacher will collect the papers which should be anonymous. The teacher will randomly hand back the papers and students should grade right and wrong answers. The wrong ones need to be corrected. They can then put their name on it and turn it in. The instructor will check if students have noticed errors and how well they have corrected them.

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For this assessment, students will be able to record three things they've learned from the lesson, two things that they found interesting and they'd like to learn more about, and one question they still have about the material discussed. This can be used as a Check for Understanding during class discussions as a way for them to jot down their thinking. This can also be used as a ticket out the door for the instructor's records and to be able to plan future lessons.

Compare and Contrast 3-2-1:
3 similarities, 2 differences, 1 question

Reading 3-2-1:
3 most important ideas, 2 supporting details, 1 question

Pyramid 3-2-1:
Triangle divided into 3 sections. 3 things you've learned, 2 questions you have, and how does the information learned is applicable to your everyday life.

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Students are to write a response to a question. Then they pair up with a partner and listen to their response as well as sharing their own. Then students should report back and share an agreed upon idea to the whole group. Students should make sure to write down any ideas they like.

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Students can create various types of projects to demonstrate those higher-order levels of Bloom's Taxonomy. This will show their comprehension on various subjects. These don't have to be long or require extended periods of time to complete. Some examples are building a collage about the lesson outcome, recording a rehearsed skit where you discuss the topic covered, and making quizzes about what has been learned to them switch with a partner to complete.

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The ABCD cards can be used for questions with one answer, multiple answers, or no right or wrong answer at all. Each student will have to get a set or cards to hold up their card when presented with a question. This can be useful for those questions that tend to have common misconceptions. The instructor would be able to identify areas where students still need assistance. Make sure to write down what letter belongs to which answer before beginning. It would be smart to have a countdown before cards are raised so students don't look around for help.

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For this assessment, students need to be split into two teams. Next, students will work out a problem or question on the board (works best for Math problems). Students will take turns doing each step. Students can only help by telling their partner something isn't right. They should not state what is wrong, just that it is. Students should then try to figure it out so the next person can come up to the board. Whoever gets done first, wins.

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Students will be instructed to go to one of four corners (cold, cool, warm, and hot). There will be a math problem completely worked out. Students would have clipboards to work out quick math problems and then decide what corner they would go to based on their answer. Instructors could get a general idea of which students are understanding and which ones still need guidance. For further explanation on why the student picked the corner they did, you can check the work on their paper. This could also work for Reading class. For instance, if we were discussing theme in a book, students could decide whether they agree or with their peers. Then, you can open discussions as to why and if they have a better suggestion.