Formative assessment: Five classroom strategies

Written by: Pete Henshaw | Published:
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Formative assessment is at the heart of good teaching and overwhelming evidence shows that it leads ...

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In this Best Practice Focus, Matt Bromley and Professor Dylan William consider why formative assessment must be placed at the heart of good teaching and offer practical, evidence-based strategies and classroom advice

In this Best Practice Focus, Matt Bromley considers good practice for assessment and feedback, including five strategies for formative assessment and what these look like in the classroom.

We also hear from Professor Dylan Wiliam, who outlines five perspectives on why formative assessment is at the heart of good teaching.

We look at each of the five strategies in turn, offering links to the relevant research, discussion of how the strategy works in practice, and practical examples of how we might implement the strategy as part of our teaching, assessment and feedback.

The advice is just as relevant to classroom teachers as it is to middle leaders and senior leaders.

This Best Practice Focus has been produced with support from the SSAT – the Schools, Students and Teachers network – whose Embedding Formative Assessment programme has been written by Professor Dylan Wiliam and Siobhan Leahy.

This Best Practice Focus was published in April 2020.


Comments
Formative assessment is at the heart of good teaching and overwhelming evidence shows that it leads to improved progress and outcomes. It is also one of the most misunderstood classroom strategies in our schools. Re-visiting this effective teaching methodology leading to improved learning outcomes, is particularly crucial now. When schools re-open, re-engaging with students through dialogues, constructive feedback and honest reflection, will be key not only to their academic progress, but also to their personal development and growth.
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