Ask students to name the concept and describe what’s still unclear. All responses appear as flip cards — the professor sees the real questions, not just the ones someone was willing to raise their hand for.
This technique is grounded in research by Angelo & Cross (1993) and is one of the most effective classroom assessment techniques for identifying what students didn’t understand. The anonymous format is critical: students report their real confusion, not the confusion they’re comfortable admitting to.
How to use it:
- Share the participation link or QR code at a natural pause in the lecture
- Students respond anonymously in 60 seconds — no account needed
- Project the flip cards and use the responses to guide the next explanation
Works for: any moment mid-lecture or at the end of a unit where you want to know what didn’t land before moving on.