CHECKING FOR
UNDERSTANDING
FORMATIVE ASSESSMENT
TECHNIQUES FOR YOUR
CLASSROOM
IS CFU IMPORTANT?
IT IDENTIFIES AND CONFRONTS
MISCONCEPTIONS
IT PROVIDES A MODEL FOR GOOD
STUDY SKILLS BY SHOWING
STUDENTS HOW TO MONITOR THEIR
OWN LEARNING
A SYSTEMATIC APPROACH
TO FORMATIVE
ASSESSMENT
TO IMPROVE INSTRUCTION AND
GUIDE STUDENT FEEDBACK
IT IS ONGOING THROUGHOUT UNIT
STUDENT CAN SELF-MONITOR
UNDERSTANDING
TEACHERS SEE WHO UNDERSTANDS
WHAT
ESTABLISHING
CURRICULAR PRIORITIES
WHAT IS WORTH BEING FAMILIAR
WITH?
WHAT IS IMPORTANT TO KNOW AND
TO DO?
WHAT IS ENDURING
UNDERSTANDING?
ENDURING UNDERSTANDING IS
EMBEDDED IN THE OTHER TWO…CONTENT
FROM THE BOTH THE FACT ELEMENTS
ARE NEEDED TO ARRIVE AT ENDURING
UNDERSTANDING….BUT
IS THAT KNOWLEDGE LEADING TO
ENDURING UNDERSTANDING.
IS WHAT WE ARE TEACHING LEADING
TO ENDURING UNDERSTANDING?
DIFFERENTIATING
INSTRUCTION
WHAT ELEMENTS DO I
DIFFERENTIATE?
SOURCES
PROCESS
PRODUCT
WHAT CRITERIA DO I USE
TO SELECT SOURCES,
PROCESSES AND
PRODUCTS?
READINESS
INTERESTS
LEARNING STYLE
ORAL MODALITIES TO CFU
ACCOUNTABLE TALK - FIVE
ELEMENTS
1.PRESS FOR CLARIFICATION AND
EXPLANATION-- COULD YOU
DESCRIBE WHAT YOU MEAN?
2. REQUIRE JUSTIFICATION OF
PROPOSALS AND CHALLENGES--
WHERE DID YOU FIND THAT INFO?
3. RECOGNIZE AND CHALLENGE
MISCONCEPTIONS -- I DON’T AGREE
BECAUSE….
4. DEMAND EVIDENCE FOR CLAIMS--
CAN YOU GIVE ME AN EXAMPLE?
5. INTERPRET AND USE EACH OTHER’S
STATEMENTS--SUSIE SUGGESTS THAT….
LET’S TRY IT!
GET KIDS TALKING:
VALUE LINEUPS
STUDENTS EVALUATE A STATEMENT
AND ARE INSTRUCTED TO LINE UP
ACCORDING TO THEIR DEGREE OF
AGREEMENT OR DISAGREEMENT
WITH THE STATEMENT
QUEUE IS THEN FOLDED IN HALF
THEY DISCUSS THEIR REASONS
FOR THEIR POSITIONS
Using Questions to
Check for
Understanding
Using the QUILT system…
Questioning and Understanding
to Improve Learning and
Thinking
FIVE STEPS to QUILT
STEP 1: PREPARE THE
QUESTION
IDENTIFY THE INSTRUCTIONAL
PURPOPSE
DETERMINE THE CONTENT FOCUS
SELECT THE COGNITIVE LEVEL
CONSIDER WORDING AND SYNTAX
STEP 2: PRESENT THE
QUESTION
INDICATE RESPONSE FORMAT
ASK THE QUESTION
SELECT THE RESPONDENT
STEP 3: PROMPT STUDENT
RESPONSES
PAUSE AFTER ASKING THE
QUESTION
ASSIST NONRESPONDENT
PAUSE FOLLOWING STUDENT
RESPONSE
STEP 4: PROCESS
STUDENT RESPONSES
PROVIDE APPROPRIATE FEEDBACK
EXPAND AND USE CORRECT
RESPONSES
ELICIT STUDENT REACTIONS AND
QUESTIONS
STEP 5: REFLECT ON
QUESTIONING PRACTICE
ANALYZE QUESTIONS
MAP RESPONDENT SELECTION
EVALUATE STUDENT RESPONSE
PATTERNS
EXAMINE STUDENT AND TEACHER
REACTIONS
COGNITIVE LEVELS
(BLOOM)
KNOWLEDGE--- RECALL OF DATA
AND INFORMATION
PROMPTS HERE INCLUDE: WHERE
IS? WHAT DID…? WHO WAS..?
HOW MANY…? POINT TO THE….
LEVELS. continued
COMPREHENSION: UNDERSTAND THE
MEANING, TRANSLATION,
INTERPOLATION, AND
INTERPRETATION OF
INSTRUCTIONS AND PROBLEMS.
PROMPTS HERE INCLUDE: IN
YOUR OWN WORDS…GIVE ME AN
EXAMPLE…WHAT IS THE MAIN
IDEA?
LEVELS, continued
APPLICATION- USE A CONCEPT
IN A NEW SITUATION OR
UNPROMPTED USE OF AN
ABSTRACTION
PROMPTS HERE INCLUDE: WOULD
YOU HAVE DONE THE SAME? IF
YOU WERE THERE, WOULD YOU..?
LEVELS, continued
ANALYSIS--SEPARATE MATERIAL
OR CONCEPTS INTO COMPONENT
PARTS SO THAT ITS
ORGANIZATIONAL STRUCTURE MAY
BE UNDERSTOOD; PROMPTS HERE
INCLUDE: WHAT THINGS ARE
SIMILAR/DIFFERENT? WHAT
CAUSED ‘X’ TO ACT THIS WAY?
WHAT KIND OF PERSON IS ‘X’?
LEVELS, continued
SYNTHESIS-- BUILD A STRUCTURE
OR PATTERN FROM DIVERSE
ELEMENTS. PUT PARTS TOGETHER
TO FORM A WHOLE, WITH
EMPHASIS ON CREATING A NEW
MEANING OR STRUCTURE. PROMPTS
HERE INCLUDE:WHAT WOULD IT BE
LIKE TO LIVE IN..? WRITE NEW
ENDING.
LEVELS, continued
EVALUATION- MAKE JUDGMENTS
ABOUT THE VALUE OF IDEAS OR
MATERIALS. PROMPTS HERE
INCLUDE: SELECT THE BEST…
WHICH CHARACTER WOULD YOU
MOST LIKE TO MEET? WHAT DO
YOU THINK WILL HAPPEN TO..?
