Focus on one learning decision
Formative assessment is useful when it tells you what to do next. Before choosing a technique, ask what misconception or knowledge gap you need to detect. Plan a response to possible results, not only a question to ask.
Five practical routines
- Use a short diagnostic question at the beginning to reveal prior knowledge.
- Pause for silent thinking, then request a response from every learner, using mini-whiteboards, cards or an accessible alternative.
- Ask learners to explain why an answer is correct, not only to choose an option.
- Use a one-minute exit question aligned to the lesson outcome.
- At the next meeting, respond to common misconceptions with a new example, targeted practice or peer explanation.
Make responses informative and safe
Do not infer whole-class understanding from one enthusiastic volunteer. The Education Endowment Foundation (EEF) highlights all-pupil response routines and protected thinking time as ways to make checks more informative. Some learners may need alternative formats or additional processing time; the goal is accessible evidence rather than public comparison.
Give feedback learners can use
EEF feedback guidance emphasises quality initial teaching, formative assessment, well-timed feedback and opportunities for pupils to act on it. A useful response names a specific next step, then provides time to practise or revise. Avoid feedback that merely labels a learner without explaining how to improve.
A one-week experiment
Choose one misconception that regularly appears. Collect an anonymous or low-stakes baseline response, teach the relevant idea, then use a parallel check at the end. Record what changed and which learners may need another explanation.
Common mistake: collecting more checks than you can respond to. Start with one routine and use the evidence before adding others.
Three low-preparation checks for next week
First, use a hinge question midway through a lesson. Ask all learners to choose and explain an answer to a common misconception; examine responses before deciding whether to progress or reteach the concept.
Second, use an exit ticket with one prompt directly aligned to the objective. Sort responses into “secure,” “partly understood” and “needs support,” but treat these as planning signals rather than permanent learner labels.
Third, ask pairs to explain a worked example and note contrasting reasoning. Offer written, spoken or accessible digital response formats where appropriate. Feedback is most useful when learners have a clear opportunity to act on it; collecting answers without changing instruction is not yet a complete feedback cycle.
Practical next-step checklist
- Choose a question tied to one key learning objective.
- Decide in advance how different responses will affect teaching.
- Give learners time and accessible ways to use feedback.
