In art the most effective technique I use to check for student understanding is observation of their art work in progress. I can quickly move about to see their mastery of the skill is progressing and who needs some additional assistance.
I would like to implement some new strategies to having students self-monitor what they know or need to know. So often, they say they know how to do something but when I let them do the activity, they don't know how to proceed. 5th graders are being assessed on color theory and need to know, for example, how to mix colors. If they don't know they will have to practice mixing colors to get the correct color orange, violet, or green.....
I use standardize the format during class. Also, I look for evidence with cold calling or using popsicle sticks. I liked the part in this chapter that mentioned how the "biggest danger in assessment is a false positive." I like the idea of making sure that our data is reliable and students can replicate their correct answers--especially on an important test. Asking students to "tell me more" or simply asking the same question in a different way to multiple students to make sure they REALLY know their content.
I do a lot of cold calling throughout the lesson to see if students are getting the individual steps that lead up to the overall purpose of the lesson. Depending on the lesson, I like to set certain "checkpoints" for the students to make sure they are understanding and completing the required skills in order to fully understand the lesson. I also like to have students write a couple of sentences at the end of the lesson about what the target was and explain how they met the target. I try to use a sample group of high, middle, approaching students to gauge how well the entire class understood the lesson.
In math, I like to ask the question in a different way or ask the student to explain the thinking that went on. I love when a student says, “That isn’t on the paper,” when I follow up their answer with a similar question or one that is related.
In reading, I think I rely on written responses or independent practice of a graphic organizer or format that we did together with a different text. I find at this level, verbalizing what kids are thinking is much easier for them than putting it in writing.
For my small groups, targeted questioning is the best way to determine student mastery. I can ask my whole class different questions to determine if they are each on track. Sometimes it works well to have students check answers with each other to see if they agree. This gives them an opportunity to explain their thinking and teach each other. For larger groups, like when I’m substituting in a classroom, I like to use hand signals for multiple choice questions. I have students hold up finger numbers by their necks (for privacy) to show their choice.