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.
- 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
- 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
- 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.