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Skip to 0 minutes and 3 seconds So far, you’ve worked with the main aspects with assessment for learning. Designing questions that probe and develop thinking. The crucial role of hinge point questions. The hinge point question sets up the impetus for the teacher to collect information on students thinking quickly. And feed this into instruction. Sometimes, questions might promote thinking in discussion and give the teacher a longer time frame to assess where students are in their learning. A combination of these two approaches strengthens feedback in the science classroom. And encourages individual student or groups to have a go. Acting on the evidence is essential. And this, in short, is the formative approach.

Feedback from Chris

In this short video Chris draws out the way in which hinge-point questions enable you quickly to collect data about student thinking and to feed this straight into instruction.

In contrast, by using questions which promote thinking and discussion, you can assess where students are in their learning over a longer period.

Both approaches, as Dylan describes it at the end of Week 1, are examples of ‘decision-driven data collection’.

A reminder that you have an opportunity to ask your questions as part of the Q&A session:

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Assessment for Learning in STEM Teaching

National STEM Learning Centre

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