“Everything students do–such as conversing in groups, completing seatwork, answering and asking questions, working on projects, handing in homework assignments, even sitting silently and looking confused–is a potential source of information about what they do and do not understand. The teacher who consciously uses assessment to support learning takes in this information, analyzes it, and makes instructional decisions that address the understandings and misunderstandings that these assessments reveal.”
Siobhan Leahy et al, Educational Leadership, November 2005, 63(3)
The key point is to be observant. In an ideal class setting free from behaviour issues, which I realize can be symptomatic of student disengagement and lack of understanding and should also inform teaching strategies, we need to strive for a Zen like focus on the present. You should always assess whether your class truly gets it before moving on.
Much of the content of this article has been discussed in previous posts with the exception of the last two strategies: Activating students as the owners of their own learning and Activating students as instructional resources for one another.
The authors also discuss the importance of meeting with other teachers to discuss their use of assessment for learning techniques with their students. This makes them accountable to their peers and ensures a reasonable effort. I realize that this can only happen informally right now, but it is worth considering.
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