Assessment is any way of finding out what a pupil knows or can do. Used well, it helps teaching; used badly, it only labels.
Two main purposes
- Summative assessment sums up learning at the end of a unit or year, such as exams and end-of-year tests. It tells you where a pupil has got to.
- Formative assessment happens during learning and is used to decide what to do next. A classic review by Paul Black and Dylan Wiliam (1998) concluded that improving formative assessment raises standards.
Methods
- Questioning: asking questions to which all pupils must respond, such as mini whiteboards.
- Short quizzes, low-stakes and used to find gaps. See retrieval practice.
- Observation and conversation.
- Marking and comments.
- Self- and peer-assessment, with clear criteria.
- Portfolios and projects.
- Screening and progress monitoring tools used in schools to identify pupils who need extra help. See response to intervention.
Feedback
The EEF's evidence on feedback finds it can be highly effective on average, but varies a lot: the best feedback is specific, focuses on the task rather than the person, and leads to action. Its guidance report on feedback recommends:
- Lay the foundations: high-quality instruction.
- Deliver the feedback at the right time and in a useful form.
- Plan for how pupils will respond.
- Carefully design feedback that is not just a grade.
Making a plan
1. Decide what you want to find out.
2. Choose a quick method that provides evidence from every pupil.
3. Use the result: reteach, change groups, or move on.
4. Tell the pupil what they did well and what to do next.
5. Check later that it worked.
Working with parents
Ask what the child can do, what they are finding hard, and what to do at home. Be wary of single scores or rankings; they say little about next steps. Avoid comparing children.
Progress over time
Track progress against clear goals, not just against other pupils. A small, regular check beats a big, rare one.
Sources and further reading
