5d: Checking for Student Understanding
In this module, faculty learn how to effectively check for student understanding by using quality questioning techniques and whole-class formative assessment strategies including the One-Minute Paper, Muddiest Point, and In Your Own Words.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as calling on both volunteers and nonvolunteers, using wait time, asking students to clarify or expand on their responses, or implementing a classroom assessment technique.
This module is one of five modules under ACUE’s unit on Assessing to Inform Instruction and Promote Learning.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
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Dailey, R. (2014, April 21). The sound of silence: The value of quiet contemplation in the classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/sound-silence-value-quiet-contemplation-classroom/
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Fusco, E. (2012). Effective questioning strategies in the classroom: A step-by-step approach to engaged thinking and learning, K–8. New York, NY: Teachers College Press.
Handelsman, M. M. (2013, November 26). The case of classroom cold calling: What do you think? [Blog]. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/the-ethical-professor/201311/the-case-classroom-cold-calling-what-do-you-think
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
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Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Active-learning-class-observation-guide_Wieman.pdf
Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 29–42). New York, NY: Teachers College Press.
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