Checking for Understanding Strategies Using Formative Assessments for Student Learning

Abstract

Effective teaching is not just standing in front of a classroom filled with students and sharing disciplinary content knowledge, especially with today’s students. Without student learning, has teaching actually occurred, or was it just talking? What are students thinking about? What are students understanding? Are students able to connect new information presented with prior knowledge and then construct new knowledge that can be reinforced and committed to long-term memory? Are students able to use this knowledge to meet the learning goal of “knowing and being able to do”, by making practical applications? Checking for understanding is a research-proven approach using real-time assessments of students’ learning to inform teachers about students’ progress in learning. Using a variety of questioning techniques is one approach to using in checking for understanding. One five-step process using a learning objective, cold calling, no op out, guided practice, and debrief offers a structure for helping students actively self-assess formatively as they progress in their learning. Over 30 strategies are provided for checking for understanding before, during, and after class, verbally, in writing, and through physical movements describing how to engage students in learning activities to reinforce what they know and are able to do.