For assessment for learning, it allows me to see real-time data on student understanding, helping me quickly identify gaps and misconceptions. It analyzes student responses and highlights areas of need, which helps me provide timely, descriptive feedback and targeted support.

It also supports assessment as learning because students are actively engaged—they work through interactive questions, reflect on their thinking, and can ask for help when needed. This helps them become more independent and take ownership of their learning.

Another strength is that it builds students' confidence and engagement, like warm-ups, gameshows, and making math more enjoyable, while still providing meaningful data for both teacher and parents about student learning. https://www.knowledgehook.com/

After the instructional period (initial lesson) and independent work period, their homeroom teacher would provide only 1 timely key question from the Nelson Math text to provide a quick snapshot of whether the students understood the material.

He would then randomly give out the sticky notes to mark as he worked through the problem on the board.

Afterwards he collected and recorded the results as part of their overall mark.

It was like a mini-pop quiz everyday that students knew to expect and gave him insight as to whether or not they understood what was learned. However, this didn't inform the next lesson he taught and it was simply one and done and he made it a point to get through the entire Nelson Math textbook which as I remember vividly left little time to reflect and work through mistakes...

We just started our division unit. I hand out a bunch of individual division questions (randomly) and the students work to solve the question on the boards.

Sometimes I have the students walk around and see what strategies they see that others have used. Then, they report back to me.

We work as a class to answer a different question in a bunch of different ways (I model and write down the responses on the anchor chart).

Then, I give them a paper and ask them to write down how they answered their question, and then encourage them to show me in a different way that they saw.

I usually take this paper and it gives me a good indication of where we are to start.

Every day I project a problem on the board as they enter the classroom. The students have until morning announcements to come up with an answer. They write it on a whiteboard and place it face down on the ledge of the large whiteboard.

The Data: Once we assemble at the carpet I will flip over the board and my special helper will group people with the same strategy together. You can quickly scan the room in three seconds. If you see 20 different versions of $2x + 5 = 15$, you know you need to stop and reteach the inverse operations before moving to multi-step equations. By grouping together strategies we can discuss how students solved a problem and which strategies are the most efficient.

While for the younger learners, I have found a liking for knowledgehook, I use it in two ways, 1 as a diagnostic tool and 2. as a tool to test if learning took place.

Now I am supporting the ELLs in Grade 1/2 so whatever work they do it is my diagnostic: quiz, booklets, textbooks, observation while building, etc. We are starting Knowledgehook there too but very slowly as we don't have enough devices.