Checking for understanding
Date
2018-06-01
Authors
Hurlbut, Amanda R.
Journal Title
Journal ISSN
Volume Title
Publisher
Magna Publications
Abstract
Research shows that checking for understanding is perhaps one of the most important components of a teaching sequence. Most teachers provide instruction on a topic and follow up with some questions. On a good day, 4–5 students may volunteer and respond with the correct answers. The teacher then assumes that the majority of the class understands the concept and can handle a homework assignment. The teacher then moves on to the next topic.
Description
Article originally published by The Teaching Professor. English. Published online 2018. https://www.teachingprofessor.com/topics/grading-feedback/formative-assessment/checking-for-understanding/
Permission to deposit the published version was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/13/23
Permission to deposit the published version was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/13/23
Keywords
Formative assessment, True learning, Student understanding
Citation
This is the published version of an article that is available at https://www.teachingprofessor.com/topics/grading-feedback/formative-assessment/checking-for-understanding/. Recommended citation: Hoffmann, P., & Hurlbut, A. (2018, June 1). Checking for understanding. The Teaching Professor. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.