How can a teacher gauge whether or not a student is learning, and what or how much the student is learning at any given time?
Checking for student understanding is but one component of a formative assessment process. It is a way for teachers to gauge how much students are learning while the lesson is being taught. Typically, teachers will ask students questions and by doing so can expect higher levels of student participation. The questions asked reflect the instructional purpose and focus of the lesson. By questioning throughout the lesson and weighing student responses, teachers can make real time adjustments to any lesson. That adjustment, perhaps a change in pace or a reteaching of a concept, allows students to be more successful in accomplishing the learning target. A foundation of trust among participants in the classroom is a necessity. Mistakes are made and when handled in a trusting environment, are seen as just a part of how we all learn.
Checking for understanding can be broadly categorized into three types: formal versus informal, oral versus written, and verbal versus nonverbal. Quizzes, tests, and exams are examples of formally checking for understanding. Informally, teachers can assess learning by using exit tickets, sentence frames, and matching and sorting activities. Students can write their answers on cards or whiteboards rather than always answering questions orally. Many teachers support student participation through the use of nonverbal techniques. Examples include fist to five, thumbs up, etc and having students select an answer from among four by voting with their feet in the Four Corners activity.
There are as many strategies to check for understanding that are limited only by the imagination.
More examples of checking for understanding strategies can be found in the article, 21 Ways to Check for Student Understanding
Watch the video to see examples of checking for understanding in the classroom.