Frequent, mid-unit exit tickets are an excellent way to assess student learning and evaluate in what ways teacher lessons need to be changed throughout the rest of the unit, to make up for learning losses. In my classroom, I will use exit tickets as formative assessments, by evaluating student answers and discussing with students what they got wrong. Exit tickets will be based on test material, as a way to prepare students for summative assessments. Exit tickets are traditional assessments but can be integrated to have alternative skills--such as breaking down a text, which could be useful for reading the news.

Student corrections are an engaging and important method of student self-assessment. Corrections allow students to review their work, with teacher notes, and improve on it as needed. While these are traditional methods, they do build alternative skills, like self-editing. In my classroom, I will use corrections for all tests and writing assignments. If students sufficiently correct their work, they have the opportunity to earn full credit for the assignment. This creates a motivation for students to improve and self-evaluate, as well as allows for interpersonal students to benefit from collaboration with peers if they are stuck on a question,  while reviewing math questions, for example.

Group/Partner Tests are teacher-made tests that students complete with either a randomized or teacher-selected group or partner. Partner and Group Tests allow students to complete their work while being able to discuss and check test answers with a partner or small group. This method of summative assessment is traditional but allows for class discussion and fewer simple mistakes. In my classroom, I will use these primarily in math class, to relieve some of the stress that tests create for students and to allow students to have collaborative activities while still being graded for their own results.