Angelo & Cross (1993) present a very simple classroom assessment technique designed to offer instructors fairly brief, yet powerful information regarding student learning. This formative assessment technique, referred to as the Muddiest Point, directly assesses gaps in student understanding through a simple framework: 

“What was the “muddiest” point in this session? That is, what topic remains the least clear to you?” 

The strategy allows instructors to assess which elements of the content, lecture, reading, or demonstration remains unclear, which, in turn, allows for targeted reteaching. While students respond individually, instructors can assess patterns or trends in muddy points to prepare for clarification, recap, additional practice or reteaching in a subsequent session or class period. This strategy provides the opportunity to “close the loop” in a meaningful yet efficient way and shows students that their responses inform instruction. 

A quick use of this strategy in a foundational, or entry level, special education course allowed the instructor to revisit the concept of Least Restrictive Environment (LRE) and placement of student with disabilities prior to a follow up lesson on Individualized Education Programs (IEPs). This critical discovery led to time well spent re-reviewing a foundational concept of the special education and IEP process prior to dissecting the IEP document itself.

Reference:

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.