Questioning is one of the more common and recognised approaches to formative assessment: asking questionings is something that all teachers do (Sullivan, 2003).

One problem is that it can be challenging to encourage all learners to participate in whole class discussions, even when other approaches are implemented (Capel et al., 2016).

The Question Drop Box allows learners to write a question about the lesson and ‘drop it’. The question can then be used to inform the next lesson or learners can work together to generate answers.

Wiliam (2009) found that learners offered more thoughtful answers if they were given sufficient time to consider a response.

Rowe (1986) found that failure to give learners enough time to consider their answer can compromise learning.

It is thought that teachers should say: “one, two, three, four, I have to wait some more” in their head, before asking learners to respond.

Alternately, timers can be an effective way to provide adequate ‘wait-time 

Wait Time Explainer Video 

Timers

The teacher creates a spinner marked into 4 quadrants and labelled:

• Predict

• Explain

• Summarise

• Evaluate

(Or something else)

This can be helpful when revising subject specific ’Command Words’

William (2006) undertook a piece of research to explore how to include all learners in effective questioning. He used ‘Lollipop Sticks’ with each learner’s name written on one. He then selected a ‘Lollipop Stick’ at random and asked that learner to share their answer to a question he had asked.

He found that all learners were more engaged and listened more actively throughout the lesson.

His suggestion is that they did so because they knew they may be asked to contribute at any moment. Furthermore, he found that a larger proportion of the class participated in the discussion.

Lollipop Sticks - Example (from The Classroom Experiment) 

Group and individual feedback can be provided at the next lesson on how to develop a more accurate answer. Importantly, all learners are encouraged to be involved in feedback. This contrasts with more traditional questioning techniques where learners raise their hands.

Those learners who might feel embarrassment when sharing an answer have that pressure removed (Anderson, 2017), (Marzano, 2012).

This approach also allows the teacher to become a more reflective practitioner (York-Barr et al., 2005).

Exit Pass Templates 

This approach allows each learner to self-assess their own progress throughout the lesson and then feedback this self-assessment to the teacher (Black et al., 2004):

• Red to say that they did not understand the lesson content and found it challenging

• Amber to say that some but not all of the lesson content was understood

• Green to show that they felt confident and understood the content)

The issue of learner confidence is crucial as confidence in their own ability can have an influence on their levels of engagement and subsequently their attainment (Schunk, 1991).

Capel et al., (2016)  acknowledge the challenge of engaging the whole class in questioning. ‘Bouncing’ answers around the room, to build on understanding and to encourage more accurate answers, is thought to be an effective strategy of engaging a wider cohort.

“Sam, what do you think of Chloe’s answer?”

“Emma, how could you develop Ben’s answer to include more detail?”

“Thomas, how might you combine all we’ve heard into a single answer?”

The teacher may facilitate the ‘bouncing’ or learners may throw a soft ball to a peer who they wish to develop their answer.

‘Think, Pair, Share’ is a form of assessment which allows learners to discuss their response to a prompt from the teacher, before sharing it with the entire class.

This technique engages every learner in the formative activity (Fisher and Frey, 2007). It is believed that, because of the increased amount of time a learner has to consider his or her response and that they can discuss their response with another learner, the quality of answers increases (Rowe, 1986).

A timer may be used to provide a structured amount of time. Furthermore, the leaners may use ‘Show me Boards’ to communicate their answers with the teacher/class.

Think - Pair - Share: Example from MFL 

Nortcliffe (2012) believes that peer assessment provides help in two ways:

• First, each learner develops their own skill as an assessor

• Second, they learn from the feedback provided by their peer.

Wiliam (2006) highlights that the individual providing the feedback also benefits by engaging with the learning intentions and intended outcomes, in the context of another learner’s work.

Peer Assessment - Reflections from Peer Assessment in Action 

Peer Assessment Sheet 

Granbom (2016) believes that formative assessment can have a positive impact on the attainment of learners, when they are involved in the assessment process.

The study reported higher levels of engagement and development of higher order thinking skills, along with increased attainment.

Learners may find it helpful to complete an assessment sheet, similar to the one provided, as a way of formalising their feedback.

Dylan Wiliam on Self and Peer Assessment 

Self Assessment Sheet 

Documented feedback with constructive action points can allow learners to understand the steps they should take to enhance their own learning (Black and Wiliam, 1998).

The teacher may find it helpful to use a sheet like the attached, or to simply document feedback directly onto the learner’s work.

Feedback in the form of grades or commentary?

Teacher Feedback Sheet 

Literature makes it clear that formative approaches work best when they are combined with engaging teaching (Greenstein, 2010).

For example, using software that encourages learners to engage in an interactive quiz can provide formative information for the teacher and increase learner engagement.

Quizizz Blooket Kahoot 

Similar to traffic lighting for checking understanding. Pupils are asked to show all five fingers if they fully understand, or a clenched fist if they haven’t a clue.  Anything in between indicates partial understanding of different degrees.

Thumbs is a simple way of checking understanding, assessing a group’s opinion, looking for consensus or checking how people are feeling.  The usual convention is: thumbs up – complete agreement; thumbs down – definitely not; thumbs wavering or horizontal – not certain.

Thumbs can also be used to group pupils to go over work that has caused some difficulty. For example, pairing down thumbs with up thumbs pupils to iron out misunderstandings through discussion. Everyone benefits from this, since thumbs up pupils reinforce their own learning by having to explain it.

The aim is to give pupils timely feedback about the quality of their work and how to make it better. To aid motivation, it is usually important to emphasise the positive when assessing a pupil’s work. This is just as important when the pupils are assessing themselves. Two stars and a wish is a very effective way of accentuating the positive.

Feedback makes reference to two strengths in the work (two stars) and one area for future development (a wish).  This enables learners to build on prior learning and breaks the process of improvement into manageable steps.  Easily remembered, the jingle emphasises what is good about a piece of work while also asking pupils to think about ways to make what they have done better.

This can be used in Peer and Self-Assessment by the pupils referring to the learning intentions and success criteria related to the piece of work.  They indicate with 2 stars part of the work they wish to compliment and circle an area for improvement. A way of “Closing the Gap.”

Learning Logs are a means of recording how the children are learning, their progress and problem areas. They allow pupils to keep notes of their thoughts and feelings about their work.   Time must be set aside in class to complete these and to help pupils use them conscientiously. A log need be no more than a ring binder and sheets of paper.

Learning Logs give teachers a clear picture of progress of a child’s thoughts and feelings.  The teacher should be able to gather information for progress reports, etc.

Teachers could prepare a list of sentence beginnings to help pupils in their evidence but beware that the pupils only rely on these instead of thinking about their learning. Examples could be –

• The most important thing I have learned this week was…

• What I found most interesting today was…

• What surprised me most was…

• What I enjoyed most about today was…

• One thing that still puzzles me is…

• What I need help with is…

• What pleased me most was…

• Today might have been more helpful to me if…