Socratic seminars are active learning opportunities for students that create a classroom atmosphere building upon the foundational knowledge and experience of the students in the room. The teacher acts as a facilitator of learning, and students research, create questions, and converse to create a deeper understanding of learning. The purpose of this qualitative case study was to identify the types of real-time assessment strategies, other than reflection, used in Socratic seminars and teachers' perceptions of their effectiveness in relation to student achievement. A qualitative descriptive case study was used to collect teachers' perspective through online pre-interview questionnaires and semi-structured individual interviews. Thematic analysis resulted in five emergent themes, which included: (a) Inquiry-Based Learning, (b) Zone of Proximal Development; (c) Planning, Implementing, and Monitoring Socratic Seminars, (d) Classroom Management, and (e) Peer Reflection and Monitoring. The participants of this study were seven Middle and High School teachers in Northern Arizona who were implementing Socratic seminars in their classroom and using different assessments in addition to reflection, including real-time assessment tools. The research found the most experienced teacher was using Socratic seminars as a summative assessment compared to those with less experience who were using the seminars as a formative assessment. The results of this study suggest that the need for continuous, ongoing education for educators is necessary, so they can continue to practice current, relevant instructional practices that will create change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]