A robust active learning strategy should always contain a formative assessment of student comprehension. Comprehension-checking activities can be beneficial in two ways: they can help the students consolidate their knowledge and revise less familiar content, and they can also help educators gain an understanding of the areas that need further explanation or consolidation. These kinds of activities can enhance student engagement, encourage active participation, and provide valuable feedback to both students and instructors. The kind of tools we use and the activities we incorporate may look different depending on whether the course is on-campus, online-synchronous or online-asynchronous.
Checking comprehension through in-class polling
For synchronous learning, be it online via Zoom or on campus, an ideal way to check students’ comprehension during the class is through in-class polling. In-class polling involves asking students to respond to questions or prompts using their devices. You can create multiple-choice, true-false, or open-ended questions, which students can answer anonymously in real-time. The responses can then be displayed, allowing educators to see a summary of the class’s understanding of the material, identify areas that need further explanation, and tailor the content accordingly. In a study by Cardozo et al. (2023), the authors found that incorporating active learning tasks (including in-class polling) resulted in improved student learning as well as decreased stress levels prior to exams. There are many different options for in-class polling, so check what your institution has access to.
Practical examples of in-class polling
- Gain feedback: Evaluate students’ comprehension by presenting content-based multiple-choice questions. This will enable you to clarify students’ understanding of the content and adapt the lesson accordingly.
- Enhance engagement: In large classes and lectures, in-class polling can help you move away from didactic teaching. Allowing students to respond to the poll questions encourages students to engage actively in what may otherwise be a passive learning experience.
- Track progress: Polling can be used at the beginning and endpoints of a class to gauge prior knowledge and post-class comprehension, providing insight into their improvement.
Checking comprehension through quizzes
Learning Management Systems typically offer a quiz feature, also referred to as tests, which offer various formats such as multiple-choice, true-false, short-answer, and occasionally, drag-and-drop images and text. A question bank should be available, allowing you to create a pool of questions that can be incorporated into content banks and used in the quiz. In a study by Pereira et al. (2022), the authors found that students responded positively to the incorporation of formative quizzes, specifically in comparison to PDF-style static content, showing an increase in student motivation, confidence and knowledge.
Practical examples of online quizzes
- Content-related quizzes: These quizzes can be linked to specific readings or videos to assess the understanding of critical concepts covered in the material.
- Review quizzes: Quizzes can be used as a post-class activity to assess the level of comprehension achieved during the week.
- Exam preparation: Quizzes can serve as unit reviews or practice exams for students to prepare for upcoming assessments.
These formative assessment tools create a dynamic feedback loop: students actively explore content and pause to examine their own thinking, while teachers watch understanding unfold in real time. When confusion surfaces, educators can address it immediately. When concepts land, they can deepen the learning. It’s teaching that adapts as students grow.
References
Cardozo, L. T., de Lima, P. O., Carvalho, M. S. M., Casale, K. R., Bettioli, A. L., de Azevedo, M. A. R., & Marcondes, F. K. (2023). Active learning methodology, associated to formative assessment, improved cardiac physiology knowledge and decreased pre-test stress and anxiety. Frontiers in Physiology, 14, 1261199. https://doi.org/10.3389/fphys.2023.1261199
Pereira, A. C., Dias da Silva, M. A., Patel, U. S., Tanday, A., Hill, K. B., & Walmsley, A. D. (2022). Using quizzes to provide an effective and more enjoyable dental education: A pilot study. European Journal of Dental Education, 26(2), 404–408. https://doi.org/10.1111/eje.12716