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## National STEM Learning Centre

Skip to 0 minutes and 13 seconds JANE: You’ve got questions here. They don’t give the answers, “yes,” “no,” or “not sure.” I want you to really quickly, with your partner, go through them and think, do I know the answer to those questions yet? There will be some in there, one or two, that you think, oh, actually, I already know that answer. There might be some you think, well, I’m not 100% sure about that one. I think I know what that one is, but I might have to check it. So they can be a “not sure.” Imagine there will be few that you think, I don’t know that yet at all. So you’re just going to put them into three piles. Yes, I think I’m pretty confident.

Skip to 0 minutes and 51 seconds I know the answer. Really don’t know that yet. Or actually, I’ve got a bit of an idea, but I’m not sure. [STUDENTS CHATTING]

Skip to 1 minute and 6 seconds STUDENT: So these things that go on your body and–

Skip to 1 minute and 13 seconds STUDENT: What we’ve done so far.

Skip to 1 minute and 17 seconds STUDENT: We don’t know these ones.

Skip to 1 minute and 19 seconds STUDENT: Why would this one, I don’t know.

Skip to 1 minute and 23 seconds STUDENT: Well, you’re not sure. So I’ll put it in “not sure.” And how many [INAUDIBLE]

Skip to 1 minute and 29 seconds JANE: Right. What do we think on that one, guys?

Skip to 1 minute and 32 seconds STUDENT: I think it’s blood cells?

Skip to 1 minute and 33 seconds JANE: OK. You think. So does it carry anything else around?

Skip to 1 minute and 39 seconds STUDENT: Well, it might carry water?

Skip to 1 minute and 41 seconds JANE: Right. So do we think that would be a “yes,” a “no,” or a “we’re not sure, we might check that one.”

Skip to 1 minute and 48 seconds JANE: YeS. So that can go in a “not sure.” Do you want to write headings on that or just make sure you know what your piles are going to be. OK.

Skip to 2 minutes and 6 seconds TEACHER: I’m going to give you some cards. And if you take out, there should be a big long card here that says, “If 3a plus 2 equals 15.” Now, all of these cards are related to this one equation, 3a plus 2 equals 15. So you need to find the big long card and put that out in front of you. Then you’re going to take out another card, and decide, or you can scatter them all around, because some are harder than others. So pick out some nice easy ones. First of all, I want you to decide if these are “true,” “false,” or “you’re not sure.” So can you put these cards into three piles?

Skip to 2 minutes and 45 seconds Given 3a plus 2 is 15, is 3a plus 12 15? I want you to decide if that’s “true,” “false,” or “in the middle.” So let’s have, just so we’re all in the same order, let’s have on the left-hand side, we’ll have “true.” On the right-hand side that you’re sorting these in to, just on your desks, is “false.” And in the middle, we’ll have “not sure.” [INTERPOSING VOICES]

Skip to 3 minutes and 10 seconds STUDENT: Well, a equals 13 divided by 3. It is. Wow. a 13 divided by 3. No, because a is 13 no. Yes. So it’s “true.”

Skip to 3 minutes and 26 seconds STUDENT: Three a plus two

Skip to 3 minutes and 28 seconds STUDENT: Divided by [INTERPOSING VOICES]

Skip to 3 minutes and 30 seconds STUDENT: [INAUDIBLE] equals 15 divided by 3. Yeah.

Skip to 3 minutes and 35 seconds STUDENT: Is that a fraction.

Skip to 3 minutes and 37 seconds STUDENT: That’s not wrong. Is that a fraction?

Skip to 3 minutes and 41 seconds TEACHER: If 3a plus 2 equals 15, what’s happened to get from this one to this one?

Skip to 3 minutes and 47 seconds STUDENT: You times that by ten.

Skip to 3 minutes and 50 seconds TEACHER: Have we times everything by ten.

Skip to 3 minutes and 53 seconds STUDENT: Because the two is [INAUDIBLE]..

Skip to 3 minutes and 54 seconds TEACHER: So would that be true?

Skip to 3 minutes and 56 seconds TEACHER: What– can you give me a statement that would be true, that’s similar to that?

Skip to 4 minutes and 8 seconds Teacher: Yes. That would be true, wouldn’t it? Because that side is times by ten.

Skip to 4 minutes and 13 seconds TEACHER: And that side is [INAUDIBLE]..

Skip to 4 minutes and 14 seconds STUDENT: And plus, it wouldn’t make sense, because that would just be set to two as well.

Skip to 4 minutes and 19 seconds TEACHER: Would it be set to two?

Skip to 4 minutes and 21 seconds TEACHER: [INAUDIBLE] is a one?

Skip to 4 minutes and 23 seconds STUDENT: No, it could be any number.

Skip to 4 minutes and 25 seconds TEACHER: Could it be any number from this statement?

Skip to 4 minutes and 34 seconds AMY: So what we’re going to do, is we’re going to pick one of these, have a read, and we’re going to try and work it out, OK? So we’ll use this one here.

Skip to 4 minutes and 44 seconds Right. So the first one Hubert says.

Skip to 4 minutes and 58 seconds AMY: So we’ve got to work it out. Is a quarter of 16, 4? There you go. So show me on here what I need to do, and we can decide if it’s true or if it’s false. So we’re finding a quarter of 16.

Skip to 5 minutes and 12 seconds AMY: What are you going to write there?

Skip to 5 minutes and 14 seconds AMY: Good boy. What do you think you need to do now?

Skip to 5 minutes and 18 seconds AMY: Go on, then. OK let’s write it out then.

Skip to 5 minutes and 23 seconds AMY: So one. Then draw the line. Four. So a quarter of–

Skip to 5 minutes and 35 seconds AMY: What will we find a quarter of?

Skip to 5 minutes and 40 seconds AMY: So is a quarter of 16, 4?

Skip to 5 minutes and 43 seconds AMY: Right. So it needs to go in “true,” doesn’t it? So should we move it to the “true” column? You move this then to “true.” Right. Let’s pick another one. You pick a different one.

Skip to 5 minutes and 54 seconds STUDENT: I think I’ll pick– [INTERPOSING VOICES]

Skip to 6 minutes and 13 seconds STUDENT: No, it was 10.

Skip to 6 minutes and 16 seconds STUDENT: one, two, three, four, five, six seven, eight, nine, ten.

Skip to 6 minutes and 35 seconds AMY: You will be doing an activity where you are finding a quarter of a number given. So you’ve got to read the question and fill out your bar model and then complete the number sentence. OK. If you think you fully understand what you’re doing, I’d like you to show me five. So if you’re really confident you can do this task, show me five. If you’ve shown me five, put your things on the carpet, and go to the back table for me. Mrs Locket will bring in your books.

Skip to 7 minutes and 11 seconds If you think– I understand what you’re doing, but I’d like a little bit more support, can you show me three? If you’re showing me three, leave your things where they are, and go and sit on this table, please. If you think, actually, I need a little bit more help, just show me one. Brilliant. That’s fine we’ll stay on the carpet, and we’ll do a few more together, OK?

# Classroom examples: indicating confidence

This is the first of three videos showing examples of collecting evidence. As you watch each of the videos, consider the type of decision you could make about your students learning based on the evidence provided.

Our examples come from both primary (aged 5-11 years) and secondary (aged 11-16 years), but the approaches can be applied in any context. As you watch the examples, think about the usefulness of the evidence you could gather for your own teaching.

## Three piles: yes, no, not sure

0m10s - Science, Year 6 (age 10-11) - Students sort questions into three piles based upon how confident they are they know the answer. They use pair discussion to decide whether they know the answer, don’t know the answer or are not sure.

## Three piles: true, false, not sure

2m05s - Maths, Year 7 (age 11-12) - Students sort cards into three piles based upon whether the statements on the cards are true, false or they are not sure.

## True or false sorting

4m30s - Maths, Year 1 (age 5-6) - Students sort cards into two piles based upon whether the statements on the cards are true or false.

## 5-3-1

6m30s - 5-3-1 - Students show their confidence about the task with a show of fingers. Students who show 5 sit together and proceed with the task. Students who show 3 sit together and make a start, with the teacher following up shortly. Students who show 1 remain with the teacher for further support.

## Share

Indicating confidence

What approaches have you used to assess your students confidence on a topic? Take a moment to think about what that evidence actually tells you (or not) about your students’ learning and share your thoughts below.