Using a written survey with open-ended questions that enable the students to say what they want in their

own words. Using an online survey with scaled-item questions.

Socratic seminar in which students present their ideas and understanding before posing discussion questions to other class members. Using a suggestion box in the classroom where students can offer input.

Using a guru box in which students post their questions and areas where they feel they require further support. Using an online forum for student discussion.

Engaging students in a class discussion using visioning questions in which students are asked for their ideal response. For example, how much time would you ideally have allocated to preparation for the assessment task? Using an exit card at the end of the lesson to quickly gauge what was the main understanding that each student gained from the lesson. Students use double entry diaries to record what they think an idea or term means prior to the learning and then record their new understanding during / after the learning. Using a tool like Wall Wisher or simply inviting students to

Conducting individual conferences with specific students in which they are able to respond to questions and ask their own questions to clarify understanding. Pausing during the lesson and giving opportunities for students to articulate their understanding in a think/pair/share activity Asking students to annotate the assessment task sheet and criteria with their feedback about what was most effective, what they wanted more time on etc. A structured group interview or focus group

Inviting a colleague to observe students or talk to students as a way of gathering information about student learning.

Inviting students to coconstruct the lessons learning intentions or the success criteria for a task or assessment. Scaffolding student goal setting where students set their next steps, and have the opportunity to reflect on their progress.

List ideas / vocabulary covered in the past few sessions. Ask

write their contribution on the whiteboard to share their prior knowledge on a topic. Ask students to explain how they would teach what they have just learned to a totally different audience, eg. younger students, their parents. Asking students to record their responses to feeling questions, for example, how did you feel about the assessment task when it was first presented to you?

students to circle any ideas / terms they do not think they can define or describe, and put a star next to any that they think they can. Using photos or film footage taken of class activity as the basis for discussion with students about effectiveness of teaching strategies learning activities.