Group 1- Assessment and planning

Reading lists from other groups.


Hinge questions

Design (or source) multiple choice questions which students vote for on mini-whiteboards. Use to formatively assess whether students have understood key concept(s) and are ready to take things further. A single question may be sufficient if well designed. Students can then decide whether to continue with similar work to try to master the underlying skill or concept, or move on to a higher level task.

Quizzing aka low stakes testing

Give frequent quizzes (eg. at the start of each lesson). The act of retrieving information appears to help students learn, even in the absence of feedback or opportunity to restudy the information. They can also give you an idea of how well the class as a whole grasps the concepts, and can help students identify what they know and what they don’t know, so they can allocate their study time effectively.

Use frequent quizzing to consolidate learning

  •  Students find quizzing acceptable when it is predictable and the stakes are low.
  •  Quizzing is more acceptable for teachers when it is simple and quick
  •  Space, interleave and vary topics and problems covered to keep students on their toes and mentally agile

Whole-class marking

Rather than writing comments/ feedback on every single piece of work within a group, make a note of the common mistakes and misconceptions as you go through and mark. Feed back to the class as a whole, focussing on these areas. If wanted, add codes to your feedback (and to the work you’re marking) so that pupils can pay particular attention to specific aspects. Also, if you can photograph examplar work (or use a visualiser), this can help to illustrate points.

Pose, Pause, Bounce!

Ask a question (pose). Give some wait time (pause). Ask a student for the answer (pounce). Ask another student whether they agree or disagree with the answer given (bounce). The ‘bounce’ can be done using MWBs in order to keep the entire class active.

Deep questioning

Encourage students to “think aloud” in speaking or writing their explanations as they study; feedback is beneficial. Ask deep questions when teaching, and provide students with opportunities to answer deep questions, such as: What caused Y? How did X occur? What if? How does X compare to Y?  Challenge students with problems that stimulate thought, encourage explanations, and support the consideration of deep questions.

Reading list:

Quizzing (Learning Scientists)

Hinge questions (diagnostic questions site)

Hinge questions hub

Assessment for Learning – Dylan Wiliam

Deep questioning