The ultimate goal of education is understanding. But sometimes talking makes teaching easier, as we all know, especially when we need to cover a lot of material in a short time. We hope that students will understand, if not before the test time, and keep our fingers crossed that their results show that we have done our develop assessment (ontwikkel assessment).

The problem is, we often rely on these tests to measure understanding, and then we move on. After grading the tests, there is no time to clear up weaknesses and misunderstandings and ask big questions strategically.

1. Four corners

A quick and easy snapshot of students' understanding, the four corners provide an opportunity for student movement while allowing teachers to monitor and evaluate understanding. The teacher raises a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their reaction to the signal. For example, corner choices may include "I strongly agree," "I strongly disagree," "I agree to some extent," and "I'm not sure."

Students mark the text to indicate a particular concept and read aloud the marked text in alliance with the teacher. This strategy helps students develop fluency. Read the difference between reading statements and questions and practice freshening, packing, and reading the dialogue.

2. Formative pencil–paper assessment

Students responded individually to a short, pencil-paper structural Develop Assessment of the skills and knowledge taught in the lesson. Teachers can choose to correct students themselves. Teachers collect assessment results to monitor students' progress and provide future guidance.

Both the student and the teacher can quickly assess whether the student acquires the required knowledge and skills. It is an initial assessment, so the grade is not the goal.

Students write their lessons on a lesson, such as what they learned, what caused them difficulty, strategies that helped them, or other topics related to the lesson. Students can reflect on the lessons. Students' work - especially by reading the learning journals that help students think - teachers can identify class and individual misunderstandings and achievements.

3. "Separate what you do and don't understand."

Whether making a T-chart, drawing a concept, or using some other means, don't just make a list of what students think they know but don't know. It's not as easy as it sounds - we're usually unaware of what we don't know.

They will often know more or less than their identities, which makes this strategy a bit crude. But that's right - the goal is not to be accurate and complete in their self-assessment but to give you insight into what they do and don't know.

Students write in response to a specific gesture for a short time. Teachers collect feedback as a "ticket out the door" to help students understand the concept taught. This exercise quickly generates several ideas that can later be turned into longer pieces of writing.