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This content is taken from the National STEM Learning Centre's online course, Assessment for Learning in STEM Teaching. Join the course to learn more.

Skip to 0 minutes and 4 seconds The key idea in assessment for learning is getting feedback on students’ understanding, and one way of achieving this is by stimulating students to think and then analysing their dialogue. Of course, in busy classrooms, this can be quite a challenge, so an additional, complementary approach is to ask diagnostic questions that enable you to check understanding quickly.

Skip to 0 minutes and 29 seconds This week’s activities will enable you to identify this type of question and will start you off on peer reviewing each other’s questions and building a bank of them.

The week ahead

In this video Chris sets the scene for the coming week’s work on hinge-point questions. As Dylan explained last week, these are questions that diagnose understanding in the middle of learning.

During the week you will:

  • learn about the characteristics of hinge-point questions;
  • observe teachers using such questions and think about your own use of them;
  • devise some hinge-point questions of your own, and peer review those of other course participants.

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This video is from the free online course:

Assessment for Learning in STEM Teaching

National STEM Learning Centre

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