Checking for understanding

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dc.contributor.authorHurlbut, Amanda R.
dc.creator.orcidhttps://orcid.org/0000-0001-9838-6025
dc.date.accessioned2022-10-21T16:08:01Z
dc.date.available2022-10-21T16:08:01Z
dc.date.issued2018-06-01
dc.descriptionArticle originally published by The Teaching Professor. English. Published online 2018. https://www.teachingprofessor.com/topics/grading-feedback/formative-assessment/checking-for-understanding/
dc.descriptionPermission 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
dc.description.abstractResearch 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.en_US
dc.identifier.citationThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14127
dc.identifier.urihttps://www.teachingprofessor.com/topics/grading-feedback/formative-assessment/checking-for-understanding/
dc.language.isoen_USen_US
dc.publisherMagna Publicationsen_US
dc.subjectFormative assessmenten_US
dc.subjectTrue learningen_US
dc.subjectStudent understandingen_US
dc.titleChecking for understandingen_US
dc.typeArticleen_US

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