Clickers or classroom response systems can be used as a type of formative assessment allowing teachers to collect students' answers to questions posed in class. Clickers can be used to prime prior knowledge link new material to knowledge from previous courses and provide instructors with data about students' misconceptions about course material.
Teachers can apply Bloom's Taxonomy to course content to gauge students' proficiency in understanding analyzing and synthesizing knowledge related to the subject at hand. Providing dualism-oriented students with sample questions can also move them along the Perry Scheme toward multiplicity - learning to explain why they believe what they do - by allowing them to compare and contrast correct and incorrect question/answer pairs.