Use test, progress monitoring tool like rating scales or task performance may also be used

You can use peer correction. Set a paper and pen test with closed-ended questions and then ask the students to exchange their papers, use a pen/pencil of a different colour and mark mistakes according to a read or projected key. The students count the score and return the paper. I often use this method in language classes and have to say that the students are honest and hepful. In addition to that, you can quickly identify questions which haven't been answered correctly and explain them.

These suggestions in RG may be helpful for you:

https://www.researchgate.net/search.Search.html?type=publication&query=evaluating%20the%20progress%20of%20students%20in%20a%20large%20class

I also use peer review using a set template that I give to students to ensure that they focus on the key criteria.

Best,

Debra

I have no expertise in this field. However, have you tried Google Forms? Its a user friendly way of creating a survey/questionnaire which automatically inputs the data collected into various charts and statistical formats.

Domenic - I recommend 'Continuous Assessment' and it will often include some form of formative assessment. The formative assessment covers the range of informal diagnostic tests a teacher can use to assist the process of learning by their students. This may include activities such as weekly pop quizzes or preparatory assignments. The other common tests which can be used are diagnostic, benchmark (or interim), and summative. They all serve distinct purposes and should work together in order to make up a comprehensive or balanced assessment program. But it should be noted that some students may be well pre-prepared in advance for the material and others may need all the help they can get. Therefore, test scores are not a good indication of a class's competency. There are many different cases that can cause a good student to have bad test results. Students may have a lack of determination.

I just finished evaluating 78 graduate computing students using online quizzes, peer assessed forums and peer assessed assignments.

https://blog.highereducationwhisperer.com/2019/03/how-to-blend-and-flip-course-for.html

This was using Moodle's quiz, forum and workshop tools. I have used the quizzes and forums before with smaller numbers of students. The quizzes worked fine with more students. But the forums had too many postings, and I suggest dividing the students into groups of about two dozen (which Moodle can do).

The peer assessed assignments worked remarkably well. I told the students not to put their names on them, and Moodle automatically allocated three students to mark each one. Next time I will use four, so if one does not submit a mark, Moodle's grade quality algorithm will still work. The students ranked each other in the same order I would, but tended to give higher marks to the top students and lower marks to the bottom ones (which I adjusted, by marking these alongside the students).

I believe the progressive assessment is useful in giving students a nudge to keep working. The peer assessment is useful to help them reflect on the quality of their own work.

Right out of the box I'd suggest the tried and trusted method of a class test. Give the group notice of around a week tell them the test will be on the material covered so far. I'd use an on line multiple choice format e.g. moodle quiz and share an analysis of the results to show what areas everyone needs to make improvements on. Of course this all rather depends on the learning content being susceptible to this tyoe if assessment. But it's always surprising to me how often we can ask revealing questions on this really simple test format if we take the time over question design

I am not a big fan of quizzes as they tend to provide a lot of room for guessing and even cheating, so I prefer to devise a short test paper of the traditional type that requires straightforward but personalized answers that are clearly marked (one accurately solved English equivalent/ language function/ sentence completion/ sentence formation, etc equals 1 point). I design the test in such a way so as not to be longer than half hour or three quarters of an hour. After a while you do not even need to count the points, you can almost see instantly the score of the student in question.

Students, after doing a paper and pencil exam, self-evaluate, according to the correct results presented by the teacher on the blackboard; which promotes honesty and reinforces their learning. The teacher makes a quick review of the exams, indicating to the students that if they were assigned a grade higher than the real one, they will be canceled.

Individual response units can be excellent for this task, if there is budget to get them. The software can be linked to powerpoint, so you can use it not only for summative tests, but also during lessons to quickly check understanding as you go through the lesson. Provides immediate feedback on what has been grasped and what needs more time.

Try some adaptive learning software or learning material, and you will be updated very well on everyones progress.

Use test, progress monitoring tool like rating scales or task performance may also be used

Another way of getting a general feel for understanding, rather than specific results, is a brief 'exit ticket' This is aimed more at secondary school, but could work for lectures. Ask a question that will allow you to assess understanding and have them write it on a post it note and submit as they leave - you can then look through and get an idea of how well the concept has been understood.

Kahoot is an easy and convenient solution.