Webinar: practical strategies for assessing pupils’ knowledge and understanding

In this webinar chaired by Katy Chedzey (Head of Teaching, Learning and Assessment), Caroline Locke CTeach (Second in Charge of Maths, Haberdashers’ Aske’s Crayford Academy) gave a presentation on assessment techniques for identifying gaps in pupils’ knowledge and understanding.

Learning objectives:

• To understand how to identify which essential learning might be most useful for teachers to assess (e.g. essential prior knowledge)
• To be equipped with a range of practical strategies for assessing pupils’ knowledge and understanding, including effective questioning techniques
• To know how to design and use hinge questions and activities to check understanding and inform next steps within a lesson sequence
• To consider how we might use formative assessment efficiently within the classroom

Shared resources:

• Download the audio transcript
• Download the slides (PDF)
• Find more Chartered College of Teaching events here
• Our Early Career Fest is coming at the end of the month and we’ve got some good events lined up as part of it
• Interested in developing your expertise in using evidence to inform your practice? 
• Find lots of content on assessment via our Impact Journal’s online website 
• Our Early Career Hub is the Chartered College of Teaching’s hub for student teachers, Newly Qualified Teachers and those involved in supporting and developing them
• No More Marking 
• A great article from Kathleen Cotton summarizes some of the research around Classroom Questioning
• Skilful questioning is the heart of good pedagogy (Jonathan Doherty)
• A collection of compact guides on questioning techniques from Tom Sherrington and Sara Stafford from CCT My College site 
• BEST science materials is excellent for misconceptions 
• Jonathan Firth article on Interleaving
• Fergal Moane article on interweaving
• Using peer assessment as an effective learning strategy in the classroom 
• Balancing workload, assessment and feedback in the primary classroom 
• Does individual feedback help or hinder?
• Developing mathematics curricula in primary and secondary 
• Diagnostic Questions
• Carousel 
• Optimising learning using retrieval practice 

Caroline Locke CTeach MCCT MA PGCE BScSoc

Second in Charge, Haberdashers’ Aske’s Crayford Academy

Caroline is a London-based maths teacher. She has been teaching for 8 years now, with 5 years as second in department. She completed a masters in leadership and innovation, studying student organisation. She was in the first cohort of the Chartered Teacher programme. During her work on the Chartered Teacher programme, she completed a research project into the impact of individualised vs whole class feedback, which sparked a passion for research into feedback. She’s a massive CPD fan and tends to say yes to any CPD on offer, particularly when it has a research base or something extra to look into. She is currently working towards, eventually, getting accepted onto a PhD and doing further research into feedback, particularly the emotional response aspects of it.

Twitter: @mathsmuse