From time to time, I needed to get the opinion of the class on a matter. Sometimes it was a choice of activities. Other times, I asked a question during a lecture and wanted everyone’s opinion on it. I passed out sticky notes, and the students wrote their answers to the question on the little paper. After taking all the notes up, I used the notes to make a bar graph on the whiteboard. This served to review the parts of a graph and also revealed the class’ opinion on the question.
Assessment that comes too late to change the outcome is of no use. Periodic assessments can give feedback on the students’ progress and head off problems while there is still time to fix them. These assessments do not need to be long and drawn out. A few minutes at the beginning or end of the class is enough to get some useful information.
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.