Made by Mike Gershon –
mikegershon@hotmail.com
A guide to whole class feedback
including:
- Introduction
- Rationale
- Further Reading
- 25 examples of how to get whole
class feedback
Contents
Introduction
Rationale
Further Reading
25 ideas for whole class feedback:
Post-It Notes
Mini-Whiteboards
Exit Pass
True-False Cards
ABCD Cards
Thumbs
Traffic Lights
Stand-Crouch-Sit
Post-It Divider
Continuum
Partnering
Whiteboard Words
Voting Pods
Question? Answer
Objectives
Random Feedback
Txt Msg
Play-Doh
Silent Debate
Evaluation Tree
Smiley Faces
Muddiest Point
Seed to Tree
Forum
Fingers
Introduction
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Contents
Whole class feedback is a crucial part of assessment for learning (AfL). It is a means to
assess the understanding of all students in a way that is efficient and time effective.
‘Whole class feedback’ refers to any method which allows the teacher to gain information
concerning the knowledge and understanding of all the students in a class. Further in this
document there are twenty-five examples of such methods.
A concern sometimes raised by teachers is that whole class feedback can make teaching and
learning somewhat mechanical, whereby the transmission of knowledge is prized above
critical and creative thinking. Certainly the techniques have the potential to be used in this
way, however their non-prescriptive nature means the teacher is always in control of how
students engage with them.
A second fear for some teachers is that whole class feedback may lead to a heavier workload
in an already time-consuming job, with mountains of feedback needing to be sifted through.
Precise and considered use of the techniques eliminates these worries; good planning on
behalf of the teacher affords a deep understanding of where students are at without
increasing workload.
The techniques explained below have frequently helped teachers to ‘work smarter’, allowing
them to deal with misconceptions on-the-go and en masse. Many also enable peers to aid
one another’s learning, decreasing reliance on the teacher and increasing awareness of the
learning process.
Rationale
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Whole class feedback is a crucial part of assessment for learning (AfL). As such, the rationale
concerns AfL as a whole, of which whole class feedback is a part. This is a précis built on the
evidence contained in the further reading detailed on the following page.
Assessment for learning differs from assessment of learning as coaching differs from
a fitness test.
Assessment for learning involves the teacher and student becoming aware of how learning
can be improved, how technique can be better mastered, how knowledge and understanding
can accord more closely with reason, logic, that which is already known; how the gap can be
closed between where the student is and where the teacher, curriculum, school can help them
to get. Assessment of learning tests what a student knows.
The first is formative, the latter summative. The first informs, the latter sums up. The
first is open and cumulative, the latter is closed and definitive.
“Assessment for Learning (AfL) means using evidence and dialogue to identify where pupils
are in their learning, where they need to go and how best to get there.”
(http://www.standards.dfes.gov.uk/research/themes/assessment_for_learning/)
Assessment for learning, embedded in teaching, improves pupil attainment. Many teachers do
it without calling it by such a moniker; all teachers, at all levels and in all subjects are able to
do it. By no means is it reserved for the few or applicable only in specific situations.
Further Reading
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Contents
Assessment for Learning: Putting it into Practice,
Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam
This book sums up the extensive research review on which the assertions concerning AfL
are made. It details how formative assessment can improve pupils’ learning and has a
series of case studies from English schools. It is practical, realistic and explicitly tied to the
classroom.
Black Box Subject Series,
Paul Black, Christine Harrison, Bethan Marshall & Dylan Wiliam (eds.)
These booklets precede the book. They include subject specific guidance on how to work
with AfL. ‘Inside the Black Box’ and ‘Working Inside the Black Box’ are general guides. All
are available cheaply at http://shop.gl-assessment.co.uk/home.php?cat=383
http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/AfL-GuidanceKS12.pdf
Ostensibly for Key Stage 1 and 2, this Northern Ireland Curriculum document offers an
excellent introduction to AfL. There is also sound advice and examples on how to use it in
the classroom. A reading list far in excess of this one is included.
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Contents
Post It Notes
Give students post-it notes on which to write answers or
reflections.
These could be collected in, placed on the board or held up.
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Mini-Whiteboards
Students write their answers on mini-whiteboards. These can be
held up to show the teacher and peers.
Extend by asking students to assess each other, correct
misconceptions or analyse answers.
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Exit Pass
Students are given a slip of paper on which they must write the
answer to a question, or series of questions.
These are then deposited on the way out, giving the teacher
feedback from all students.
No exiting if you haven’t got a pass!
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True/False Cards
Laminate a set of cards with true on one side and false on the
other.
Plan questions around common misconceptions or difficult ideas
for students to wave their cards for. Questioning, peer
assessment and the like can grow from there.
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ABCD cards
Laminate a set of different coloured cards with A,B,C and D on
them.
Show students questions related to the topic with four possible
answers. Reasons for choices can be followed up, questioned
and so on.
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Thumbs
Ask students to show you with their thumbs how well they feel
they understand the work.
It may be useful to have a display or key such as…
I feel confident with the work
and could explain it to
someone else.
I understand some of
the work, but still
have questions or
am unsure.
I do not feel happy that I
understand what we are
doing. I would like more
help.
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Traffic Lights
Students have a set of traffic lights they can use to indicate
whether they fully understand (green), are in the middle
(amber) or are struggling (red).
Different materials can be used e.g. pieces of card, plastic cups
(students can stack all three and change what is on top),
lollipop sticks.
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Stand-Crouch-Sit
Students stand, crouch or sit depending on whether they feel
comfortable with the learning, in the middle or unsure.
Students who are standing can be asked to go around the room
and explain to crouchers, who in turn explain to sitters until,
hopefully, everyone in the room is happy to stand up.
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Post It Divider
A variation on the use of post-it notes. Hand them out to
students and divide the board or a large piece of paper into
categories –
What have I learnt; What am I not sure about; What questions
do I have
Or questions –
What is the answer to X?; Where might you use Y?
The students reflect on these on the post-its.
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Continuum
Ask students to come and stand on a continuum indicating
where they are at from ‘Understand and can explain’ to ‘Need
more help to get to grips with it’.
If you feel students may be uneasy about standing where they
want to, you could use post-its with names on or totally blank
(you’ll still get an idea of where the class are at).
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Partnering
Hand out half question cards and half answer cards. Students
must then match themselves up in silence.
Follow up by
questioning or
peer assessment
Develop by having a third questions and two thirds answers, with two answers being correct for every one question; sticking
questions and answers on students’ backs; questions find questions that lead to the same answer and answers find answers
that could be from the same question
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Whiteboard Words
Here’s a variation on the mini-whiteboard theme. Give students
a limited number of words with which to explain the key
points of the lesson or ask them to identify the most
important piece of learning.
The results may allow you to judge in what directions pupils are
taking their learning and how everyone is interacting with the
concepts and ideas.
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Voting Pods
Voting pods allow students to input their answers to the
computer, these then being accessible on an interactive
whiteboard.
Simple!
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Question? Answer
Put a question on the board and have different answers around
the room. Students go to the one they think is right and justify
their decision.
Make this easier by having A,B,C,D points or posters in your room.
Then you can have the answers on the board as well to save
faffing.
Develop by getting one member from each answer area to try and convince the others that their
answer is right (good for encourage use of reason and uncovering of fallacy, misconceived reasoning
etc.)
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Objective Traffic Lights
How do you feel about the lesson objectives?
Red = don’t think I have grasped this
Amber = feeling OK about this, have just about got there
Green = Confident I have achieved this
Being specific to the lesson objectives is an alternative way of using the
traffic light technique. It sacrifices an holistic, qualitative assessment for a
precise, quantitative one.
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Random Feedback
Use dice, short straws, roulette wheel, tombola, guess the
number of sweets in the jar, to pick a group (or two) at
random to feedback to the whole class on the lesson.
This is not whole class feedback per se, but with the
random aspect could be used over a number of lessons to
achieve the same ends in a slightly different manner.
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Txt Msg
Depends if you have the facility. Perhaps you could ask IT to sort
it out…
Set up a class mobile number on the computer and ask students
to text in the plenary (or answers to questions, reflections
etc.)
You could then look at these or show the whole class and
analyse together.
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Play-Doh
Ask students to model answers to questions using PlayDoh. These will be clearly visible, if potentially esoteric.
You could also ask students to model their feeling towards
the learning – happy, OK, unsure etc.
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Silent Debate
Write a question or statement on 3-5 sheets of sugar paper.
Place these around the room and tell students they must
debate them in writing, in silence. Anyone caught talking has
30 seconds out.
Students write their own comments and can comment on what
their peers write as well.
The information on the paper offers an insight into class thinking
and could even be tracked by giving out different coloured
pens.
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Evaluation
Tree
Ask students where they feel they
are on the tree in relation to the
lesson or topic.
Make the tree into a whole-class
feedback tool by asking students
to put a post-it note on the board
for where they are at.
Or, print off a large copy get
students to write where they are.
Could be used subsequently to
pair students/make groups.
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Smiley Faces
Students draw smiley faces to indicate how comfortable they are with the topic.
Ready to move on
Understand some parts
but not all
Do not understand and
need to look at it again
You could spend a session with students where they make these,
perhaps exaggerating the expressions, and then use them repeatedly.
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Muddiest Point
Another variation on miniwhiteboards.
Students write down one or two
points on which they are least clear.
This could be from the previous
lesson, the rest of the unit, the
preceding activity etc.
The teacher and class can then seek
to remedy the muddiness.
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Seed to Tree
This technique draws on drama and asks students to
imagine their learning is like the life-cycle of a tree. The
tree starts off very small, as a seed, and grows to be very
big, as a full tree.
Students consider where their learning is at and make the
shape appropriate. Full trees can then be sent round to
help seeds and saplings develop.
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Forum
Set up a forum on the computer (easy to do if you have a
managed learning environment such as Frog or Fronter)
and ask students to comment either in the lesson or for
homework.
The comments they leave can be used to assess what
students are having difficulties with and so forth.
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Fingers
A nuanced version of thumbs and traffic lights.
Students hold up fingers accordingly:
1 – I am fully confident with the learning
2 – I am confident with most of the learning
3 – Some parts I am confident with, other bits I am not sure
4 – I am only happy with a few parts of the learning
5 – I am having difficulty understanding any part