5d: Checking for Student Understanding
In this module, faculty learn how to effectively check for student understanding by using quality questioning techniques and formative assessment strategies including the One-Minute Paper, Muddiest Point, and In Your Own Words.
To satisfy the module requirements, faculty must implement one or more practices, such as calling on both volunteers and nonvolunteers, using wait time, asking students to clarify or expand on their responses, or implementing a classroom or online formative assessment technique.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
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Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
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Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
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/
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2013). Impact of cold-calling on student voluntary participation. Journal of Management Education, 37, 305–341.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. (2nd ed.). Thousand Parks, CA: Corwin Press.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661–687.
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.
Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46, 1–17.
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Krause, S. J., Baker, D. R., Carberry, A. R., Koretsky, M., Brooks, B. J., Gilbuena, D., . . . Ankeny, C. J. (2013, June). Muddiest point formative feedback in core materials classes with YouTube, Blackboard, class warm-ups and word clouds. Paper presented at the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA. Retrieved from https://www.asee.org/public/conferences/20/papers/7130/view
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Purcell, B. M. (2014). Use of formative classroom assessment techniques in a project management course. Journal of Case Studies in Accreditation and Assessment, 3, 1–6.
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37, 15–24.
Slavin, R. E. (Ed.). Proven programs in education: Classroom management & assessment. Thousand Oaks, CA: Corwin Press.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7).
Tang, T. (2013, October). A study of the qualitative aspect of the one-minute paper. Paper presented at the TARC International Conference on Learning and Teaching, Kuala Lumpur, Malaysia.
Walker, D.-M. (2012). Classroom assessment techniques: An assessment and student evaluation method. Creative Education, 3, 903–907.
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.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.
