• Use technology to help kids get to know you and one another. 
• Use a poll on your video conferencing system or another digital tool to elicit data from students in order to develop learning objectives or goals. 
• Encourage students to recognise course guidelines by having them take a quiz on the curriculum.
• Use an online treasure hunt to get students interested in previewing the content.

• Give learners a form to fill out while they read or view the content
• After a section of information, provide a low-risk or ungraded exam to enable the students review key ideas or abilities (Cook & Babon, 2017)
• Use question-and-answer formats in interactive video programs like EdPuzzle.
• Make interactive games and puzzles, such as the free, open-source Materia widgets, to offer fun possibilities for practice and review.

By including evaluation criteria (such as a rubric) at the start of an assignment or assessment, instructors may encourage students to analyze and edit their own work before turning it in for marking. This is a fantastic technique to assist learners in assessing their work critically and making improvements to it in order to progress their learning and performance. Instead of focusing on the obvious, evaluation criteria should evaluate the most crucial, significant components of students’ work (Major,2020).

Encourage students to look beyond description to unearth a tale of a situation or application from their own points of view in order to engage them in reflection that leads to reflexivity (marked by an outcome or change in behavior). Tasks and interpersonal interactions cause reflexivity (Kahn, Everington, Kelm, et al., 2017). Ask a series of questions or provide a number of guided suggestions so that students may reflect on their own feelings, experiences, actions, and thoughts in connection to an educational component. Encourage students to use a range of internet resources, including videos, blogs, discussion forums, or or Sutori timelines, to collect their own personal tales or offer their viewpoints (Major,2020). 

Encourage students to produce a paper or deliver a speech for a live audience or for later watching in order to evaluate how they interpret the course material (Major,2020). Think about the following concepts for inventive written or spoken assessments:

• Send in a one-minute essay or recording
• Use VoiceThread, for example, to respond to a case-based (case study or video) assignment.
• Create a bibliography with annotations.
• Review of creative materials related to the content (a book, play, article, video, artwork, or performance)
• Make an executive summary or briefing.
• Using Canva or Adobe Spark, create charts, graphs, or visual journalism.

Real-world or situational contexts where the knowledge may be applied or evoked are the focus of authentic assignments, which challenge students to produce creative work. These tasks are frequently student-centered and demand for the production of a generative deliverable, the demonstration of mastery through the application, the gathering of special resources, or the synthesis of important skills. Usually, a deliverable in the form of an uploaded document, video, or commentary serves as evidence (McGuire, S., & Angelo, T., 2015). A few instances of authentic evaluations are:

• Reflections on one’s own real-world applications or experiences
• Assignments based on projects
• To find positive learning experiences for generative action, use appreciative pedagogy
• Service-learning activities or projects
•  Portfolio development

Selected-response test items (to include matching, true-false, or multiple-choice items) are frequently classified by the depth of knowledge required to address them, such as:

• Recall of facts or procedures by asking students to recognize definitions, facts or procedures
• Understanding of concepts or skills by asking students to review some information and reach a conclusion such as a diagnosis, cause or effect. 
• Strategic thinking to solve a problem by asking students to actively solve a problem with the knowledge they have acquired

Put one or more students together to give them a collective, interactive way to show what they have learned. This can be done through social media with a specific hashtag, video conferencing, collaborative papers or platforms, or exchanges via video recordings, discussion forums, or other online platforms. Indicate whether groups or individuals will earn a mark for each assignment.

Here are some suggestions for group evaluations:

• Use “Socratic Questions” as discussion starters
• Peer assessment of their assignments prior to their due date 
• Collaborative Interactions through digital tools such as Padlet to stimulate problem solving and critical thinking 
• Activities where students may engage in conversation with other students that make up their audience: 

After you’ve completed a section of the lesson, ask students to reply to questions similar to “What was the most essential part of the lesson so far?”, ” What still remains unanswered regarding the covered material?”. 

Students are frequently asked to explain their learning in summarizing evaluations. These exercises take place at the completion of a module or course. Examples include:

• Utilize digital tools like Padlet to create sections where students can collectively gather their learning.
• See more examples in activity section