Adewale Magaji, School of Education, FEHHS, University of Greenwich, UK
This article reports a section from a study aimed at promoting formative assessment through student-led questions. Questions are used to initiate classroom discussions and they form a prominent aspect of assessment for learning in science (Black and Wiliam, 1998). This can be used to scaffold learning and identify where students are, where they need to go and how best to support progress (Dixson and Worrell, 2016). Therefore, for questioning to be effective, teachers should engage students in developing questions and allowing them to explore these. This view is corroborated by the Department for Education (2019), who suggest that teachers should allow students to share emerging understanding so that misconceptions can be addressed through structured talk activities. This can be achieved through student-led questions and feedback to identify gaps in their knowledge. However, pedagogical challenges arise when teache
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
