Checking for Understanding: Formative Assessment Techniques for Your Classroom

Front Cover
ASCD, Jan 1, 2007 - Education - 158 pages
6 Reviews
Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective.
  

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Review: Checking for Understanding: Formative Assessment Techniques for Your Classroom

User Review  - Thomas Henderson - Goodreads

Invaluable for both the new and the experienced teacher. Read full review

Review: Checking for Understanding: Formative Assessment Techniques for Your Classroom

User Review  - Mari - Goodreads

The authors offer a rich array of practical and proven methods for diagnosing students' prior knowledge and preconceptions before instruction begins and for regularly monitoring their learning along the way. =^..^= mb Read full review

Contents

Why Check for Understanding?
1
Using Oral Language to Check for Understanding
15
Using Questions to Check for Understanding
36
Using Writing to Check for Understanding
57
Using Projects and Performances to Check for Understanding
72
Using Tests to Check for Understanding
98
Using Common Assessments and Consensus Scoring to Check for Understanding
120
Afterward Checking Your Own Understanding
134
References
141
Index
151
About the Authors
157
Copyright

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About the author (2007)

Douglas Fisher's latest book with Heinemann is Background Knowledge, coauthored with Nancy Frey. It continues their exploration of the connection between language and learning. Their previous two Heinemann titles, Word Wise & Content Rich, Grades 7-12 and Learning Words Inside & Out, Grades 1-6, have helped teachers nationwide implement a five-part framework for building students' vocabulary. With word learning so important to comprehension, Background Knowledge takes the next step toward deeper understanding. In fact, Doug and Nancy are long-time collaborators, and they have focused on supporting deep understanding and improved literacy across the content areas in three other books: Checking for Understanding, Better Learning Through Structured Teaching, and Improving Adolescent Literacy. They are both classroom teachers and faculty members at San Diego State University and Health Sciences High & Middle College.

Nancy Frey, Ph.D., a Professor at San Diego State University received the 2008 Early Career Achievement Award from the National Reading Conference. Dr. Frey has published in The Reading Teacher, English Journal, Remedial and Special Education, and Educational Leadership. She has co-authored more than fifty books on English Learners (Language Learners in the English Classroom), assessment (Checking for Understanding), writing (Scaffolded Writing Instruction), literacy (Reading for Information in Elementary School) and vocabulary (Learning Words Inside and Out). Dr. Frey teaches a variety of courses on reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. She also was a third grade classroom teacher.

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