Skip main navigation

Expert viewpoint: developing your practice

In this video Dylan begins to draw the course to a close emphasising: how the boundary between hinge-point questions and other kinds of formative questions is somewhat blurred; the extent …

Teachers’ reflections

Jonathan and Martha share their reflections about using hinge-point questions in their lessons. They refer to the classes we’ve shown in the videos in this course. Key lessons learnt As …

What action would you take?

This video contains six short extracts from lessons covering different subjects at different levels. Each ends with a frame containing a question for you to think about. Radiation. If this …

Taking action on the evidence

This week our focus moves on to explore the action that you take on the evidence that your questions elicit. In this video Chris emphasises how every teacher needs a …

Observing hinge-point questioning

The classroom footage above shows Jonathan Lye (from Aston Academy, Sheffield), and Martha Worthington and Emma Rowe (St Matthias Church of England Primary School, Malvern) using hinge-point questions with: Year …

Summary of intentional dialogue

In this video, Dylan Wiliam draws together some key points about intentional dialogue, emphasising, in particular: the importance of deciding on questions at the planning stage; the way in which …

Questions to support intentional dialogue

The initial research into Inside the Black Box found that teachers who encouraged intentional dialogue often used rich questions. A ‘rich question’ is one that cannot be answered immediately, but …

Analysing questioning in the classroom

Selecting a good question and facilitating the discussion are both higher-order teaching skills. This is an area of pedagogy that we all need continually to work at, if we want …

Expert viewpoint: sharing, depth and confidence

In summary, assessment for learning is a formatively-driven approach to learning and teaching that involves both teachers and students as co-owners of the process. In a formatively-driven classroom we would …

Good classroom talk

Ensuring classroom talk that enables teachers to tap into student thinking is central to assessment for learning. In the previous step you thought about the types of effective actions teachers …

Classroom talk

Watch and re-watch the four clips of teaching and learning from two classes of different ages. These involve whole class discussion and questioning, and group or paired work. Think about …

Educator viewpoint: encouraging more talk

Chris explains the primary functions of assessment for learning are to: promote domain-specific dialogue; help teachers understand what learners think; give learners formative feedback. One approach you could use to …

Formatively-driven classrooms

In this video Chris discusses the importance of seeing classroom assessment as a combination of opportunities for acting on evidence of student learning and understanding. Chris stresses that if we …