And what have you learnt so far? Using questions to check and assess learning

In many sessions, teachers, tutors and assessors establish objectives and targets before they present the main content of the unit/module. It is important to check learning as the session goes on, to ensure learners are capturing key points and so that you can build on sound foundations. Here are some approaches for doing this, with questions being used in many different ways beyond the traditional Q&A slot:

  • Three or four verbal questions that consolidate learning, for random individuals in the group so that the rest of the group hear the answers. Use the POSE, PAUSE, POUNCE technique to give thinking time before you nominate the person to answer. Use your register to tick off people as you ask them a question, to ensure you cover everyone BUT then come back to people at a later point with an additional question, to keep the element of surprise!
  • Some questions for groups to discuss and answer on flip charts or mini whiteboards. These could be ability based groups with differentiated questions if you want to build in stretch/scaffolding
  • A quick recap quiz on the PP/Smartboard/iPad with learners writing down their answers silently on their own and then marking it with you
  • A team quiz with answers written on mini whiteboards and flashed at you on a given signal!
  • A task  to see if they can apply the learning in extended ways followed up with peer assessment or group review or a discussion with you using prompt questions
  • Individuals complete a written learning log to identify key points for them at Stop and Reflect points in the session (one mid way through and one in the plenary slot)
  • In the plenary slot, learners  create a mind map or diagram to summarise key points from the session or unit/module. They compare their summary with the ones other groups did and score themselves as a self-assessment task (content/layout/spelling/note-making skills)
  • Three or four reflection questions set at the end of the session as a take away task, which are reviewed as the starter activity of the following session/meeting. These can be shared with learners via Twitter or Facebook if social media is used for communication and learning purposes within the programme
  • Ask learners to come up with some questions about the next module/topic, once you have shown them the content outline. Then display/summarise the questions and link points to them as you cover that unit, by asking learners to answer their own questions!


This entry was posted in Assessment methods, CPD for Teachers, Differentiation, FE, Teaching and learning, Uncategorized and tagged , , . Bookmark the permalink.

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