Formative assessment is checking understanding while learning is happening, not at the end with a formal test. It's the quick question, the exit ticket, the sketch, the conversation. And it's the most powerful way to know what students actually understand — and what to teach next.
1. Exit tickets (5 min)
As students leave: "Write one thing you learned today and one thing you're still confused about." Read them overnight. Start tomorrow with a mini-lesson on the confused bit. Students see their feedback matters.
2. Think-pair-share (10 min)
Pose a question. Students think individually (30 sec). Turn to a partner and discuss (1 min). Share with the class. You hear their thinking at every stage and can identify misconceptions.
3. Thumbs up/middle/down
Ask a question. Students show with their thumbs how confident they are. Instantly you see who gets it, who's unsure, who needs help. No one feels called out.
4. Observation + notes
Circulate while students work. Jot quick notes: "Mia didn't understand fractions. Sam jumped ahead." These notes guide your next small group lesson or one-on-one chat.
5. Student self-assessment**
"On a scale of 1–4, how well did you understand today's concept?" Then: "What do you need to get to a 4?" Students become aware of their own gaps and take ownership of closing them.
Formative assessment only works if you act on it. If you check understanding but don't adjust your teaching, it's theatre.
The cycle:
1. Check understanding (exit ticket, observation, question)
2. Analyse the data (Who got it? Who didn't?)
3. Adjust tomorrow's lesson (Reteach, extend, differentiate)
4. Repeat
This requires flexibility. If you plan five lessons and kids aren't ready, you stop and reteach. That's not falling behind — that's responsive teaching.
Don't say: "You need to work on your handwriting." Say: "Practise writing the letter 'g' three times. Slow down. Now you're clear."
Feedback works when it's:
• Specific (not vague)
• Timely (soon after the work)
• Actionable (they know what to do with it)
• Encouraging (about effort, not ability)
Exit ticket templates, observation recording sheets, feedback sentence starters, and a guide to responsive teaching. Year 1–9.
