In today’s classroom environments, using a variety of assessment strategies is an important part of any teacher’s job. They need to know if their students understand and retain the lessons taught in class. Each student brings unique strengths and learning needs to the classroom, making it essential for educators to use multiple assessment strategies to gather information about their students’ progress.

Teachers can more effectively differentiate instruction by incorporating a range of formal and informal assessment strategies, ensuring that student’s needs are met. As teachers time is something we always need more of – but can never seem to grasp. 

General Tips for All Strategies

1. Prepare all materials and set up any necessary technology before class.
2. Create reusable templates/materials where possible.
3. Use these strategies regularly to help familiarize students with the process, reducing the need for detailed explanations.
4. Establish and communicate clear guidelines and expectations for each assessment strategy to ensure students understand what they need to do.
5. Adjust the complexity of the strategy based on the specific needs of your students and/or the topic.

Below are five different quick assessment strategies that will provide the teacher with insight into their students’ learning.

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Formal Assessment Strategies

Since student names are used in these assessment strategies they can be used instead of a traditional quiz to see how students are understanding the material taught in class.

Exit Tickets

Just before students leave the classroom give students a question (or two) that they must answer that will provide you with a snapshot of their learning.

Students are asked to immediately respond to the question(s) in the manner you specify.  

• Option 1: Paper – students write the answers to your questions on paper or in a notebook.
• Option 2: Sticky Notes – students write the answers to your questions on a sticky note and place them in a predetermined spot in the classroom like the Exit Ticket board pictured above from Mrs. Beattie’s Classroom. 
• Option 3: Paperless – assign the question in your learning management system i.e. Google Classroom and have students answer online.

Students have a set amount of time to complete the work. No more than 3 – 5 minutes. They are finished either when you collect tickets and dismiss them or when it’s time for the students to leave and you collect them at the door as students exit the classroom.

Sample Questions:

• Math: “What is the square root of 64?”
• Literature: “What is the theme of the short story we read today? Provide an example from the text to support your answer.”
• Science: “What steps did you take to make your lab successful today?”
• History: “What was a key agreement between France and Great Britain during the Treaty of Paris in 1763?”

When and Why to Use: Exit tickets can be used for quickly checking a student’s understanding at the end of a lesson. They allow teachers to assess whether the day’s curriculum expectations were met and help identify areas where students may need further instruction. Learn more about the Entrance and Exit Tickets Teaching Strategy.

Index Cards

At the beginning of each year/semester provide each student with an index card to write their name on. Collect these cards and keep them in an easy-to-access location within the classroom. After a lesson where students have had time to work with the material – hand out their index cards. Ask each student to place their index card in the pencil case that corresponds with their level of understanding STOP, SLOW DOWN and GO. This will quickly allow the teacher to see the students’ self-assessment of their learning. Learn more about this strategy here.

Sample Questions:

Use this scale:  1 = STOP: I’m confused, 2 = SLOW DOWN: I need more practice, 3 = GO: I understand and am ready for more.

• Math: “Rate your understanding of today’s lesson on Square Roots on a scale of 1-3.”
• Literature: “Where is your understanding of the theme from the short story read today in class on a scale of 1-3?”
• Science: “How confident do you feel about the states of matter we learned today on a scale of 1-3?”
• History: “Place your card in the STOP, SLOW DOWN, or GO pencil case to indicate how well you understand the causes of the American Revolution.”

When and Why to Use: Index cards are a quick way to track students’ self-assessment before, during or after a lesson. This method allows teachers to gauge students’ confidence and understanding of the material taught. It provides a visual way for both teachers and students to monitor learning progress and identify areas that may require further instruction.

Informal Assessment Strategies

These assessment strategies can be used to get a general status of the class. They are not tied to any one particular student.

Sticks of Destiny

At the beginning of each year, I provide each student with a popsicle stick. They write their name and class code on the stick. These sticks live attached to my whiteboard in a magnetic container. I use these sticks to make groups and to let the sticks decide if I am going to call on students. *Note if you have students who cannot be cold-called always pull multiple sticks at a time that way students don’t know who you have selected. If I am taking up homework, or asking questions about a concept with have practiced several times I select several sticks of destiny and ask those students to share. This strategy does not provide me with whole class data but enough of a sample to know if I need to spend more time on a concept.

Sample Discussion Prompts:

• “Summarize the main idea of today’s lesson.”
• “Share one new fact you learned today with the class.”

When and Why to Use: Sticks of Destiny are fantastic for maintaining student engagement and ensuring that all students, not just the ones who always participate in class discussions, have a chance to share their thoughts. This method works well in situations where teachers want to randomly select students to answer questions or contribute. It’s particularly useful during class activities or when reviewing homework.

Line Check-Ins

Have students line up in a straight line in any order in the classroom. Then locate the middle of the line and divide the line into two sections. Have one of the sections stand in front of the other section. The students should be facing each other. Name one side Team A and the other side Team B. Ask a question to the class and tell them which team is answering the question. Walk around as the students are answering the questions and listen to their answers. Alternate Teams A and B for the first few questions, then break the pattern. After each question, Team A or B whoever you decide must shift down one spot so they have a new partner. This will give you insight into your students and their understanding of the material.

Sample Questions:

• Math: “Team A, explain the two ways you solved the square root problem we reviewed in class. Team B, after they speak, provide feedback or ask a question.”
• Literature: “Team B, describe the main theme of the story. Team A, do you agree with their thoughts, or do you have another theme to share?”
• Science: “Team A, what hypothesis about solar ovens was tested today? Team B, do you think your results supported the hypothesis? Explain.”
• History: “Team B, summarize the key events of the War of 1812 we discussed today. Team A, add any additional details about the War of 1812.”

Sample Discussion Prompts:

• “Team A, explain the importance of today’s lesson to your partner in Team B. Team B, after they speak, provide feedback or ask a question.  ” 
• “Team B, ask your partner in Team A a question about today’s lesson. Team A answer the question.”

When and Why to Use: Line Check-Ins are a great quick assessment of student understanding through peer discussion. This strategy works well in larger classes where time is limited for that lesson.

Four Corners

Assign each corner of your classroom a name – it could be directional or names of famous places. Then have the class stand up in the classroom. Pose an open-ended question to the class and give them possible answers. Each answer corresponds to a physical spot in the classroom.

For example, you might ask “Did you feel the main character’s actions were justified towards the antagonist?” then state if you agree then go to the corner labelled West if you disagree then go to the corner labelled East, if you do not have a strong opinion about these actions go to the corner labelled North, and if you skipped last night’s reading go to the corner labelled South. Let students know that once they reach their destination they must share why they selected that location with the group. Walk around and listen to these discussions.

You can also use these assessment strategies as a pre-assessment to see what students already know about a topic of study before you begin teaching that unit. These varied assessment strategies not only provide an overview of student learning but also create opportunities to engage students and foster a more inclusive and supportive classroom environment.

Sample Questions:

• Math: “Do you think this square root word problem can be solved using a different method? If yes, go to the West corner; if no, go to the East corner. If you’re unsure, go to the North corner.”
• Literature: “Do you agree with the ending of the novel? If yes, go to the West corner; if no, go to the East corner. If you have mixed feelings, go to the North corner.”
• Science: “Do you believe the results of today’s Solar Oven Experiment will be the same if repeated? If yes, go to the West corner; if no, go to the East corner. If you’re uncertain, go to the North corner.”
• History: “Was the Treaty of Paris in 1763 discussed today beneficial for all parties involved? If yes, go to the West corner; if no, go to the East corner. If you’re unsure, go to the North corner.”

When and Why to Use: Four Corners is an assessment strategy that encourages student movement and discussion. It is best used for lessons that involve opinions or multiple perspectives. Teachers can assess students’ reasoning and ability to support their answers with evidence through the discussion that occurs at each corner. It’s also a good way to engage students who might be reluctant to participate in traditional, whole-class discussions.

Learn more about 11 Fun Ways to Get Students Moving in the Classroom.

Feedback Frames

Do you love seeing your students engaged, but are fed up with managing students using technology? You need to check out Feedback Frames. This kinesthetic tool allows students to give feedback, answer questions, and actively participate in class anonymously. Teachers get a quick status of the class, without the need to deal with cell phones, tablets or computers. 

Teachers set up a frame with a question, students get one token per frame to answer the question in one of the six options. The frame is covered so students cannot see what others have answered. This a great modern version of chart paper and tally marks that keeps answers confidential. Teachers can track which students participated in each frame with the signature tracking sheets. 

Sample Questions:

• “What do you want to do to celebrate on Friday?”
• “In what year did Canada become an independent country?”
• “How confident do you feel about your understanding of today’s lesson?”
• “Do you agree with the main argument presented in the reading?”
• “How well do you feel you applied the feedback from the last assignment?”
• “How comfortable do you feel participating in class discussions?”

These questions can be tailored to fit various subjects and grade levels, providing teachers with a quick and anonymous way to gauge student understanding, opinions, and feelings about their learning experience.

Watch this video that shares “What do teachers think of Feedback Frames?”

Feedback Frames are great for:

• Quick Formative Assessments
• Student Voice
• Student Collaboration 
• Entrance and Exit Tickets
• Quick Check-In
• Status of the Class
• Attendance Questions
• Voting

They are a tech-free way to get students engaged in their learning and moving around the class. Students get to share their ideas in a safe space where their names are not tied to their answers.

Check out this short video on how Feedback Frames can be used as a group discussion and decision-making tool.

Ready to buy?

At the time of writing Feedback Frame is available in boxes of 8. This tool would be a great option to show your school administration and request they purchase a set for the school. You could also team up with your teacher bestie to split the cost of the box and each of you get four frames. 

Use my affiliate link to get a 30% discount.  This link should have my discount code automatically embedded in it. If the discount does not automatically show up you can use the code: 2PEASANDADOG to get the discount. Feedback Frames is a Canadian Toronto-based company.

Read More About Assessment and Evaluation:

• Student-Designed Assessments
• Strategies for Streamlining Assessment & Evaluation
• Quick Assessment Tips

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