Lead Article: Teaching Professor
June 8th, 2018

Checking for Understanding


check on learning

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.

The problem with this scenario is what the teacher concludes about the level of understanding within the class. Students who raise their hands are often more confident, verbal, or simply have better study habits. Many times, students who do not fully understand are reluctant to speak. Regardless, it is very difficult to informally assess the learning of an entire class based on the responses of only a few.

A variety of formative assessment strategies give teachers a better way to gauge the level of understanding within a class. For example, a teacher can ask students to answer several questions or do some problems displayed on a digital whiteboard. Then the teacher can collect students’ work and quickly see who gets it, who needs more practice, and who has no clue.

Checking for understanding is vital to facilitate true learning. When students are still unclear, confused, or misunderstanding, and are then assigned independent practice via a homework assignment, there is a greater risk that they’ll practice incorrect learning. Checking for student understanding can prevent this complication. Below are several strategies that instructors can use to check for student understanding, all of which have the added benefit of increasing student engagement.

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