For flipped classes the instructor typically focuses on planning in class activities and what they will do online to prepare for the course.  However, how the activities will be introduced and how the instructor and students will know they have adequately prepared for the in-class experience is critical for tracking productivity.

When designing assessments, consider the following:

  • Will the assessment be worth points?
  • How long will it take students to complete?
  • How long will grading take the instructor?
  • How frequently should students be assessed?

After receiving assessment results, the instructor should review the results and go over any themes where many students are not understanding at the beginning of class.

Here are some recommendations for assessments before class

  • Online quizzes
    • Online quizzes are helpful for assessing students’ understanding of the material and a convenient way to administer quick feedback
    • Focus on questions that are theory or conceptual based, not remote memorization
    • Use various question formats: multiple choice, multiple select, and short answer questions.
    • Have a mixture of “easy” and “moderate” questions for students to answer
    • Have students explain their reasoning for short answer questions
    • Ask students what sections were unclear or confusing
    • Have grades moreso focused on completion or make the pre-class assessments worth few points
  • Online discussions
    • Lead a discussion with yourself and/or a TA
    • Have discussions on what students learned or how they can apply what they learned
    • Group discussion boards can be used for teams to discuss and articulate their thoughts before class
    • Ask a conceptual question for students to answer before class
    • Post the discussion topic earlier before class so there is time to respond before class starts
  • Definitions and terminology
    • Have students learn or identify new terms and topics
  • Concept maps
    • Example: the instructor can post an incomplete concept map where students fill in the blank to build a complete map then receive feedback
  • Critical thinking summarization
    • Faculty can have an idea of the thought process of students and students can practice summarizing the main points
    • Some examples: paper reflection response, analyze required readings, or criticize and evaluate the ideas.
  • Peer review/ assessment
    • Have students review each other’s responses

During and After Class

Not only are assessments needed before class, assessments need to be completed periodically through flipped classroom lessons to track progress. To ensure and track productive learning through assessments, University of Waterloo Center for Teaching Excellence recommends to 

  • Create specific learning outcomes for effective assessment


Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching.

Bergmann, J., Overmyer, J., & Willie, B. (2013). The flipped class: Myths vs. reality. The Daily Riff.