ABSTRACT
Allowing students to mark their own or each other's work is a low-impact way of checking knowledge basics. Checking student understanding is an important part of the teaching process that happens during the lesson and at a distance, through marking. The chapter uses some strategies teachers can use to plan for effective assessment for learning. They are: Questioning, Peer and self-assessment, Quizzes and Plenaries. The questioning uses to get instant feedback on student understanding and then using self and peer assessment beyond checking basic knowledge can be minefield. In the worst-case scenario, students misunderstand the assessment criteria and those errors are passed around the class and compounded through peer assessment. Quizzes provide opportunities for students to practise recalling their knowledge and provide a useful diagnostic for checking content retention for common misconceptions. A well-planned plenary will help teacher to gauge what students have taken from the lesson activities.
