The document discusses using quick classroom assessments to gather student feedback through formative techniques like the feedback loop. It describes how feedback differs from evaluation in that it aims to improve teaching and learning without judgment. Several low-stakes assessment techniques are presented, such as minute papers, muddiest points, and entrance/exit slips, which can be implemented easily and anonymously to gain insight into student understanding and inform instruction. The key is for instructors to then close the feedback loop by sharing what they learned and making adjustments based on student input.