There are a few factors that you may want to examine such as the curriculum being used by the instructor, the method of delivery, how many topics have been covered on the syllabus up to the point that the assessment is being devised for delivery to the learners. For example some assessment strategies are inadequate tools for the answer which is required. Phrases such as list, define and state are less informative than explain, describe, write an essay on the following. There are a range of flexible options that may be used for assessment that can be made equal to the instruction which is employed by instructors. You may want to research assessment tools and measurement instruments alongside delivery modalities in the classroom. Analyze both to derive a suitable conclusion based on evidence from your research.

The lesson planning should include activities for assessment. At the end of the lesson, the students’ answers will let the teachers verify who understand or who doesn’t understand the concept. Then, the teacher will design differentiated instructions as assessment tool because of students’ level of understanding and learning abilities.

The teacher should develop different types of instructional strategies to meet the needs of the students. Assessment will go on until everyone in the classroom masters the objective of the lesson.

i agree, some quiz questions during the lecture give us an idea on the students' attentiveness and make us feel comprehensible and that we are just not talking and talking in vain

If you are trying to incorporate assessment into your lesson, you first need to decide how much time you have to do this.  

What seems pretty popular among instructors is to sprinkle multiple-choice questions throughout the lecture and have the students use clickers to give the instructor feedback. The instructor then explains the answer and addresses any questions from the students. This obviously takes time, especially if you are going to also have the students discuss the question with each other before submitting their answer or have a challenging question.  I have seen a variety of approaches to find the time.  One popular strategy is to remove some of the instruction time in advance of the session and have the students learn some of it on their own before coming in; you can think of this as partially "flipping the classroom".  It seems like this is necessary if you are going to have a meaningful question that the students will really have think think about because it takes up time.  On the other hand, I have seen instuctors ask trivial questions that take up hardly any time at all and their goal of using questions is to "wake up" students who have lost focus.  

I wouldn't necessarily limit yourself to multiple-choice questions.  You may find that a constructed-response question works better in some cases.  The only downside is that you can't use clickers (at least I don't think the technology allows for that yet).

I agree that instructors appear to priortize instruction over asessment.  I am not sure why this is, but part of it may be lack of training and simply lecturing is more fun than writing test questions and proctoring an exam.  The lack of attention on assessment, however, may explain why assessment questions in the classroom tend to be poorly constructed, especially multiple-choice questions.  Also, we tend not to set enough time aside for testing which causes us to have exams with not enough items and an undersampling of the learning objectives. This problem also weakens the reliability of the test scores.  And usually there is little effort put into setting defensible performance standards; norm-based approaches (e.g., grading on a curve") can be done very rapidly, which is why they seem to be so popular.  All of these poor assessment practices threaten meaningful interpretation of test scores which is problematic, but could also potentially have a negative effect on student learning as well.

I did assessment at the beginning of class (often using a case study). We would then break up into small groups to discuss the assessment questions. Each small group would report back to the class. Based on the feedback given to the class instruction could then be given where understanding of concepts was weak. Assignments to look up and be ready to report back or discuss in the next class period were given for application of important concepts.

The most effective assessment during a lesson is called assessment for learning.  It is a natural part of good lessons.  This should be contrasted with assessment of learning.  AfL is about ensuring that the lesson is working.  The seminal work on this is Inside the Black Box, by Black and William.  The full text  is online.  There are four elements to the process: Establishing Learning Intentions.  These are not the same as objectives.  It what the students think they are learning: the student voice.  Second is the establishing success criteria.  It is important that the students recognise what is success looks like.  The third element is quality feedback and interactions.  There are various techniques relating to this, the main area being effective questioning.  There is an excellent work by the late Prof Ted Wragg on this topic.  Finally there is peer and self assessment. 

Thank  you  to all; I will share your answers with my students. I think your ideas and experiences on assessment will help them reflect on their own assessment practices. 

in an ideal situation, every instructional phase should have specific outcomes. This is what assessment should be linked to. In this context, I refer to the concept of assessment for learning, rather than assessment of learning. Every outcome needs to be assessed and it is in this regard that one needs to relate assessment strategies to instruction in general and outcomes specifically

Lots of interesting points have been raised above - many thanks for these everyone, very interesting. 

I think one of the overlooked difficulties with the learning sector generally is the 'consistency' issue - by that I mean that all the above have given pertinent observations / experiences, however, they are static in time!  The examples given are not always consistent or are variable in success over time - ie, what worked for one group of students may not work for the following year group or in a different setting / year / context, etc.  For example, I have used over time multiple strategies to assess my students, but none are completely consistent over time as the group dynamics and individuals concerned, even the lecturer/teacher's delivery on the day, all differ in their receptiveness / response to the task (be it understanding / capability, enthusiasm for that assessment strategy type, out side classroom factors, etc, etc).  Conversely, institutions like 'standard' assessments (it can be planned for & easily time allocated in teaching models) that can be openly detailed / recognised (by prospective students?) in the course documents, etc., which are tensions to the lecturers attempts to explore new / variations of assessment according to the individual recipients at the time of delivery.  Such flexibility does not support 'static' time fixed responses but highlights the 'artistry' of teaching and the lecturers / teachers skills / knowledge on being able to adapt assessment to best support the students at that point in time.   

On an aside, some interesting studies / experiences can be viewed here: (scroll to bottom: http://www.hefce.ac.uk/news/Events/Name,101449,en.html).