The flipped classroom, based on constructivist theory, focuses on acquiring strengths within a discipline rather than knowledge transmission. While the process of flipping the classroom has been extensively explored, little discussion has followed concerning how to effectively evaluate student learning in this new teaching paradigm. The authors examine the history of the flipped classroom, why traditional assessment measures are ill-suited for this paradigm, and suggest six suitable assessment tools (for example, discussion board forums and simulations) to illustrate how students might be formatively evaluated when using a flipped classroom.