Building a responsive teaching culture by designing and using hinge questions

Victoria Foster, Simon Underhill, Kim Gillingham, Hazel Brinkworth Dulwich College Shanghai Pudong (Junior School), China Perhaps the most common and challenging problem that all teachers face is establishing what students have learnt, what misunderstandings they have and what their next steps should be. This could be described as the search for the holy grail of teaching – valid and reliable interpretations of student learning. Student learning is quite different from student performance (Soderstrom and Bjork, 2015). This is one of the most fundamental concepts for teachers to grasp when embedding effective assessment practices. Put simply, student performance relates to short-term retention whilst student learning involves long-term retention and the ability to transfer what has been learnt to different contexts – a far more complicated process. Developing robust practices to assess student learning within the Junior School at Dulwich College Shanghai Pudong has become a