Checking for understanding (also known as assessing for understanding) involves formative assessment techniques that foster student learning and responsibility. It provides opportunities for students to demonstrate their evolving understanding through a variety of methods. Checking for understanding incrementally deepens knowledge and prepares students for summative assessments by monitoring progress and allowing adjustments based on feedback.

1. What’s Important about
ASSESSING FOR
UNDERSTANDING?
(a.k.a. Checking for Understanding)
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2. Checking for Understanding
• Fosters good teaching
• Empowers students to be responsible for their
own learning through monitoring and goal setting
• Provides opportunities for students to
demonstrate their learning in a variety of ways
• Deepens understanding incrementally in
preparation for summative assessment
• Aligns with best practices such as
• Knowing what is worth checking
• Differentiating instruction for optimal learning
• Models collaboration between colleagues
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3. BIG
Advantage #1
• Students are responsible for their learning
• Several opportunities to practice within
context
• Immediate feedback is built in for both
students and instructor
• Student monitors progress by checking
results of periodic quizzes and tests

4. Examples of
Checking for Understanding
• Think, Pair, Share: Teacher asks a question and allows
‘think time’ for students to process their answer; students
pair up to see if their answers are the same. Share findings
• Thumbs Up, Down, Wiggly: meanings, respectively, “I
understand/agree,” “I don’t understand/agree,” “I’m not sure
if I understand or agree.”
• Exit Ticket: Completing task is their ticket out the door.
“Write as much as you know about the term, employability,
until you hear the dismissal bell.” Collect tickets as students
leave and check for understanding.

5. When the cook tastes the
soup, that’s formative.
When the guest tastes the
soup, that’s summative.
Robert Stake

6. BIG
Advantage #2
• Provides students with a variety of ways to
demonstrate understanding
• Promotes student engagement
• Allows for adjustment in the learning
process
• Encourages goal setting

7. Examples of
Checking for Understanding
• Group Answers: Work teams are given term(s) to learn.
The group is responsible for everyone’s learning; only one
person (no one knows who) in the group will be asked by
the teacher to respond so all must know the terms.
• Question Everyone: Randomly select students to answer
questions. Use names on popsicle sticks, draw names, etc.
If student doesn’t answer correctly, rephrase question and
ask again. May move on to another student; after a few
questions return to first student to re-check for
understanding.
• Response Cards/White Boards: Have students respond by
writing answer on white board or holding up response card.
Responses are shown simultaneously at a given signal.

8. True Learning?
I DON’T
I TAUGHT HEAR HIM
STRIPE HOW WHISTLING
TO WHISTLE

9. I SAID I TAUGHT
HIM. I DIDN’T
SAY HE LEARNED
IT
From Checking for Understanding, King Features Syndicate.

10. BIG
Advantage #3
•Deepens student understanding and
knowledge through
• Scaffolded approach
• Consistent monitoring
• Incremental learning
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11. employability employ- give paid work
-able- can be done
(em PLOY a BILL eh tee) -ity– state of
Employability means having
ability to do a job and get paid
for it.
There are many characteristics
of employability that can also be
used in other parts of my life.
One example would be
transferable skills such as being
able to read or use a computer.
08/29/12 Lesson 2B

12. REVIEW OFTEN
•Find and compare similarities and differences
•Classify into categories
•Create metaphors
•Create analogies
•Use acronyms
•Review older terms in relation to new ones
•Use games, challenges, and competitions
•Provide articles and books about the content
•Demonstrate how to use the organizer to study
•Encourage review over time
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13. “Teachers use formative
assessment to inform
instructional methods… at the
very least, teachers should check
for understanding every 15
minutes.”
-Douglas Fisher
Checking for Understanding

14. Resources
Fisher, D., & Frey, N. (2007). Checking for Understanding: Formative
Assessment Techniques for your Classroom. Alexandria, VA: Association
for Supervision and Curriculum Development.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom
Instruction that Works: Research-based Strategies for Increasing Student
Achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Warren, E., Vaughan, L. (2011). A Guide to Standards-based Instruction in
Job Corps. Washington, D.C.: Department of Labor.

15. Resources
Fisher, D., & Frey, N. (2007). Checking for Understanding: Formative
Assessment Techniques for your Classroom. Alexandria, VA: Association
for Supervision and Curriculum Development.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom
Instruction that Works: Research-based Strategies for Increasing Student
Achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Warren, E., Vaughan, L. (2011). A Guide to Standards-based Instruction in
Job Corps. Washington, D.C.: Department of Labor.