Hurlbut, Amanda R.2022-10-212022-10-212018-06-01This 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.https://hdl.handle.net/11274/14127https://www.teachingprofessor.com/topics/grading-feedback/formative-assessment/checking-for-understanding/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 7/13/23Research 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-USFormative assessmentTrue learningStudent understandingArticle