When they have finished return the first essay and ask them to compare their answers. This will give them concrete evidence of how their thinking may or may not have changed as a result of the course. You can collect the papers and compare them yourself, to discover how much your course contributed to your students' intellectual development. Group Learning Activities Ask students to break into small groups, introduce themselves to each other and then have the group members do a short activity. A literature teacher may give each member of a group a different line of a short poem and ask them to assemble the poem or a history teacher may ask each small group to come up with 10 most important events covered by the course material.
Groups can report back to the class and the results placed on the board and discussed.
Diagnostic Tests Designing and administering a non-graded diagnostic test is another method you can use to gauge student's knowledge, perceptions, and ideas about the course. The questions might cover the major themes you will address during the source. You should explain to the students that the purpose of the test is to help you present course materials effectively The more you know about your students' knowledge or understanding of the subject matter, the easier it will be to focus on what you need to teach them. Many of the questions asked in the diagnostic exam may be used as questions on the mid-term and final exams. This enables you and the students to compare their knowledge at various points in the course.