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What teacher hasn't sometimes believed that the entire class understands a lesson, even though only a few students are nodding their heads and answering questions? Later, the teacher is dismayed when many students fail a related test. Why aren't students getting it? And, just as important, why didn't the teacher recognize the problem?
Douglas Fisher is a professor of language and literacy education at San Diego State University Nancy Frey is an associate professor of literacy at San Diego State University
Table of Contents
|Why Check for Understanding?||p. 1|
|Using Oral Language to Check for Understanding||p. 15|
|Using Questions to Check for Understanding||p. 36|
|Using Writing to Check for Understanding||p. 57|
|Using Projects and Performances to Check for Understanding||p. 72|
|Using Tests to Check for Understanding||p. 98|
|Using Common Assessments and Consensus Scoring to Check for Understanding||p. 120|
|Afterword: Checking Your Own Understanding||p. 134|
|About the Authors||p. 157|
|Table of Contents provided by Ingram. All Rights Reserved.|