Effective teaching and training is a responsive process, not a one-way broadcast. The ability to accurately gauge what learners and apprentices have understood - and what they haven't - is what separates good sessions from great ones. This ongoing process of formative assessment is the engine of progress, allowing you to adapt your approach in the moment to meet learner needs.
Formative assessment is a cornerstone of the 'Curriculum, teaching and training' evaluation area. It is the real-time evidence that shows teaching is responsive and that learners are securing the knowledge and skills they need. Without it, you are simply hoping for the best.
Moving Beyond 'Any Questions?'
The ritual of ending an explanation with 'Does everyone get that?' or 'Any questions?' is common, but it is an unreliable method for checking understanding. It places the burden on the learner to both recognise their own confusion and feel confident enough to admit it publicly.
This approach often fails because:
- Learner confidence: Many learners, particularly those who are less confident or new to a subject, will not want to be the one to slow the class down.
- Peer pressure: In many groups, there is an unspoken pressure to appear competent. Admitting a lack of understanding can feel like a social risk.
- Lack of awareness: Learners often don't know what they don't know. They may think they understand a concept until they are asked to apply it.
- The illusion of consensus: When one or two confident learners nod along, it can create a false sense of security for both the tutor and the rest of the group.
Practical Formative Assessment Techniques
To get a more accurate picture of understanding across a whole group, you need to build in active checks that require every learner to respond. These do not need to be complex or time-consuming.
- Mini-whiteboards: Ask a question and have every learner write their answer on a small whiteboard and hold it up. You can see at a glance the range of responses and identify common errors.
- Hinge questions: These are carefully designed multiple-choice questions posed at a pivotal point in a lesson. The incorrect answers (distractors) should be based on common misconceptions, allowing you to diagnose specific misunderstandings.
- Exit tickets: At the end of a session, ask learners to answer one or two key questions on a slip of paper before they leave, such as 'What was the most important thing you learned today?' and 'What question do you still have?'
- Think-Pair-Share: Pose a problem, give learners a moment to think individually, then have them discuss their ideas with a partner before sharing with the wider group. This provides a safer space for learners to formulate their thoughts.
Using Information to Adapt Your Teaching
Formative assessment is a two-part process. The first part is gathering the information; the second, and most important, part is acting on it. The goal is not to grade learners, but to inform your next teaching move.
- If most learners are incorrect: This is a clear sign that the concept needs to be re-taught. Do not just repeat the same explanation - try a different approach, a new analogy, or a different activity.
- If a small group is incorrect: You may be able to provide targeted support to those learners while the rest of the group proceeds with a consolidation or extension task.
- If all learners are correct: This is your green light to move on. You can increase the pace, introduce a more complex concept, or provide a task that allows them to apply their new knowledge in a more challenging context.
Integrating Digital Tools
Technology can make formative assessment even more efficient and engaging. Many digital tools allow for anonymous responses, which can further increase learner honesty and participation.
- Live polling: Use tools like Mentimeter, Vevox, or Kahoot! to ask multiple-choice or open-ended questions and see responses in real time.
- Collaborative platforms: Use a shared digital space like Padlet or Jamboard for learners to post questions or contribute ideas to a central board.
- VLE quizzes: Short, low-stakes quizzes built into your provider's Virtual Learning Environment can provide instant feedback to both the learner and the tutor.
Where this fits in QualityHero
Observing the use and impact of formative assessment is a key element of evaluating 'Curriculum, teaching and training'. In QualityHero, trends in practice identified during observations can be logged in the Toolkit Areas module. This data provides leadership with a clear view of strengths and areas for development, informing targeted CPD actions that can be planned and monitored within the QIP.
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