Video Script
Welcome back to your formative assessment journey. In our first module, we established the foundations – those five key strategies and the importance of clear learning intentions. Now, we’re diving into the practical heart of assessment: how to give feedback that truly moves learning forward and how to turn your assessment data into smart teaching decisions.
[SHOW SLIDE: Module Overview]
As newly qualified teachers, you’re probably discovering that feedback takes up more time than you expected. The good news? Research shows that effective feedback is one of the most powerful tools for learning – but only when done right. Poor feedback can actually harm progress.
[CUT TO EXAMPLE]
Let me show you what I mean. Here’s a Year 3 maths book: “Good work, Sarah! 7/10. Try harder next time.” This looks helpful, but it’s actually missing everything Sarah needs. Compare that to: “Sarah, you’ve mastered adding tens. For question 4, check whether you need to regroup the ones. What happens when 8 + 5 is more than 10?”
[SHOW SLIDE: Descriptive vs Evaluative Feedback]
The difference? The second example tells Sarah exactly where she is, where she needs to go, and gives her a specific step to take. That’s descriptive feedback in action.
Now, let’s talk about gathering evidence efficiently. You don’t need to formally assess everything. Some of your best assessment evidence comes from simply listening.
[CUT TO CLASSROOM SCENE]
During carpet time, when you ask “Who can explain why we multiply here?” – listen to those responses. They’re gold. Sarah’s confused explanation tells you she’s mixing up multiplication and addition. James confidently explains but uses incorrect vocabulary. These mini-conversations give you immediate evidence about misconceptions.
[SHOW SLIDE: Quick Evidence Gathering]
The key is being systematic about it. Have a class list handy. Jot down quick notes. Not essays – just “S – confusing x and +” or “J – right method, wrong vocab.”
Let’s address the elephant in the room: workload. As an NQT, you might feel pressure to mark everything in detail. But research shows that giving students grades on formative assessments actually reduces their focus on learning. They see the grade and stop reading your comments.
[SHOW SLIDE: Workload Management]
Instead, try this: Give descriptive comments without grades during learning. Save grades for when you need them for summative purposes. Your workload drops, and student learning increases.
Finally, converting data into action. When you spot misconceptions through your evidence gathering, act quickly. Don’t wait until next week’s planning meeting. If three students struggle with the same concept during Monday’s lesson, address it Tuesday morning with a quick intervention or whole-class recap.
[SHOW SLIDE: Data to Action Cycle]
Remember, formative assessment is about responsiveness. The closer your response is to the learning, the more powerful it becomes.
Reading
The Power and Pitfalls of Feedback
Feedback is one of the most powerful tools for improving learning when implemented effectively, but it can have negative effects if poorly executed. For newly qualified teachers, understanding this distinction is crucial for both student progress and workload management.
Effective feedback should:
- Close the learning gap by showing pupils exactly where they are and where they need to go
- Provide specific, actionable steps rather than general praise or criticism
- Focus on the task or process, not the person
- Avoid grades during formative assessment, as grading formative assessments shifts focus from learning to performance and discourages risk-taking
Gathering Evidence Through Classroom Interactions
You don’t need formal tests to assess learning effectively. Using classroom discussions and tasks to gather evidence of learning is both efficient and informative. Consider these practical approaches:
During Whole-Class Discussions:
- Use targeted questioning to probe understanding
- Listen for misconceptions in pupil explanations
- Note who contributes and who remains silent
- Ask pupils to explain their thinking, not just give answers
Through Learning Tasks:
- Observe pupils working through problems
- Review work-in-progress, not just final products
- Use mini-whiteboards for quick understanding checks
- Set up peer discussions and listen to conversations
> NQT Tip: Keep a class list handy during lessons for quick observational notes. A simple “✓” for secure understanding, “~” for developing, or “?” for misconception is sufficient.
Identifying and Addressing Misconceptions
Feedback has positive impact by helping pupils focus on weaknesses, identifying misconceptions, supporting self-improvement, and addressing misconceptions within weeks or days. The key is swift action:
Common Primary Misconceptions to Watch For:
- Mathematics: Confusion between operations, place value errors, fraction misunderstandings
- English: Spelling patterns applied incorrectly, grammatical overgeneralisations
- Science: Anthropomorphic explanations, cause-effect confusion
Quick Response Strategies:
- Address whole-class misconceptions immediately through re-teaching
- Use guided practice for small groups with similar errors
- Provide individual feedback for unique misunderstandings
- Follow up within 24-48 hours to check understanding
Converting Data into Teaching Decisions
Assessment data should drive daily teaching decisions, not just end-of-term reports. Teachers should lay foundations with high-quality initial teaching and careful formative assessment, and feedback should close the gap between where pupils are and where teachers want them to be.
Daily Decision-Making Process:
- Gather evidence during teaching
- Analyse patterns – individual needs vs class-wide gaps
- Plan immediate responses – same day or next lesson
- Adjust upcoming lessons based on what you’ve learned
- Monitor impact of your adjustments
Managing Assessment Workload Efficiently
Newly qualified teachers are surprised by the assessment workload and report becoming good at making assessments and giving feedback as a key area of development. Remember that Ofsted recognises marking and feedback as important but does not expect specific frequency, type or volume – schools decide through assessment policy to be effective and efficient.
Efficiency Strategies:
- Focus feedback on one or two key learning points per piece of work
- Use codes or symbols for common feedback points
- Prioritise subjects and pupils – not everything needs detailed feedback simultaneously
- Combine verbal and written feedback strategically
- Involve pupils in self and peer assessment to reduce your marking load
> Remember: Quality over quantity. One piece of specific, actionable feedback is worth more than three general comments.
Activity
Feedback Transformation Challenge
Time Required: 7 minutes
Instructions: You’ll practice converting ineffective feedback into powerful, descriptive feedback that closes learning gaps.
Step 1: Review these examples of common NQT feedback comments (2 minutes):
Example A: “Good effort, Tom! 6/10. Keep trying!”
Example B: “Lovely work, Emma. Very neat handwriting.”
Example C: “Not quite right, Alex. See me.”
Step 2: Transform each comment using the descriptive feedback framework (4 minutes): For each example, rewrite the feedback to include:
- Where the pupil is now (what they’ve achieved)
- Where they need to go (specific learning target)
- How to get there (concrete next step)
Step 3: Self-check your responses (1 minute): Does your feedback:
- ✓ Avoid grades or general praise?
- ✓ Give specific information about the learning?
- ✓ Provide an actionable next step?
- ✓ Focus on the work, not the person?
Expected Outcome: You’ll have three examples of transformed feedback that you can adapt for your own classroom practice. These examples will help you recognise the difference between evaluative comments and descriptive feedback that genuinely supports learning.
Extension: Choose one piece of recent pupil work from your own teaching and apply this framework to write effective feedback.