1. Come up with questions that will test students' knowledge, comprehension, application, analysis, synthesis, and or evaluation. These questions do not have to cover all of these areas at once or can be excluded if not relevant to the class. The instructor should strategically select questions that are relevant, challenging, and reveal learning gaps.
2. Create review sheets. Half-sheets of paper work well, but index cards can work if the content is brief. On each paper, write a question that requires the student to search in books or notes. Choose questions that require critical thinking and/or application.
3. At the beginning of class, tell the students what they will be reviewing (ex. Chapters 1-3). Give the students their first sheet with a question. Tell the students when they have completed the question, they can come up to your desk. The instructor checks the question and then hands the student the next sheet. If the question is incorrect, the student must return to their seat and try to answer the question again. There is no limit on how many times a student can turn in an answer.
4. Once a student has completed all of the questions, they may leave for the remainder of the class. Some will finish earlier than others. That is no problem because everyone walks away with the same correct answers by the end of the class. Students work at their own pace, and everyone receives the information to prepare them for future homework, quizzes, or tests.

Notes from Dr. Todd Marshall:

I like to do this activity on a Friday or when there is a slump during the week. It gets students up and moving, creates a healthy level of competition, and builds student confidence in what they know and should know. Students will deduce where their knowledge lies. I always tell students to focus on completing at their own pace. The important thing is by the end of the class, they all have the correct answers. Some students finish within 30 minutes, and some have to stay the entire class.

It is not always the 'smartest' students who finish first. Sometimes they get stuck. If the instructor is asking a variety of questions, most students will be able to answer the questions with some level of accuracy within the class time.

Instructors can use the time to 'nudge' or 'give hints' to students if they are lagging behind. The goal is not to embarrass anyone. Try to make sure that students have to stay at least 30 minutes. As students start to leave, take this opportunity to walk around and assist students who are stuck on a question. 

My students have expressed how much they love this activity. I have done it in grammar, reading, writing classes, and foreign language classes.