C.1

Utilizes a variety of informative checks to guide immediate adjustments during instruction or to guide re-teaching or enrichment activities.

What Effective Teachers Will Do

Effective teachers use various techniques to check for student understanding, adjusting instructional pacing, and providing clarity in teaching. These checks are often informal and happen during the lesson. Instruction may need adjustment during the lesson and is dependent on student responses, or lack thereof.

What Effective Teachers Consider

Do I utilize a wide variety of checks to indicate understanding from all students? Do I frequently use informal checks and make adjustments to my teaching as indicated by the results of these checks? Do I differentiate to meet the needs of individual students?

  • Assessment in Art Education (Art Education in Practice)
    Donna Kay Beattie, Assessment in Art Education (Art Education in Practice), Davis Publications, Incorporated, March 1998. Authentic assessment strategies designed for art, but applicable to all disciplines. Strategies include a variety of techniques such as checklists, portfolio assessments, performance, and rubrics.
  • Checking for Understanding: Formative Assessment Techniques for Your Classroom
    (ASCD)
    In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn.
    Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more.
  • Classroom Assessment Technique: Muddiest Point (5 min)
    Ann Carlson, Center for Instructional Innovation and Assessment, Western Washington University, Jan 5, 2010. Ann presents an implementation of “muddiest point” or “exit cards.”
  • Reteaching During Group Instruction (2.15 min)
    Shannon Wardell, a Davis District teacher, identifies a student's misunderstanding and uses it as an opportunity for reteaching.
  • Changing Instruction Due to Confusion (1.45 min)
    Haley Rich, a Davis District teacher, recognizes through formative assessment that many students are not understanding instructions and brings class back together for reteaching.
  • Types of Formative Checks Part 1 (3.18 min)
    A variety of Davis District teachers demonstrate different strategies used to formatively assess students.