Ministry of Primary and Secondary Education

Training Script

TEACH TPD
Professional Development Unit
GP2: Assessing Learning Continuously
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Facilitator overview
Continuous assessment, as defined in the 2015–2022 Assessment Framework for
Primary and Secondary Education, is the ‘on-going system of monitoring and
assessing pupils’ progress with the aim of helping them improve their learning’ (p. viii).
The focus of this unit is specifically on assessment for learning, that is, the process
of pupils and teachers using evidence to assess where the pupils are in their learning,
and to decide where they need to go and how best to get there (assessment as
learning and assessment of learning are not in scope).1

This unit is fully aligned to the 2015–2022 Assessment Framework and complements
the Curriculum Framework for Primary and Secondary Education 2015–2022, the
Education Sector Strategic Plan and the 2015–2022 Syllabi for all Learning Areas. It
will introduce teachers to selected strategies, which can be used daily across all
subjects:
1. asking open questions;
2. asking targeted questions; and
3. providing constructive feedback.

Unit Objectives
By the end of this unit, teachers should:
• have learnt about the importance of open questions as a way to find out what pupils
are learning;
• understand how targeted questions can be used to find out what pupils are
learning; and
• be able to reflect upon how to use constructive feedback to support pupils’
improvement.

1Specifically, the focus is on continuous assessment for formative purposes, meaning that the focus is not on using
continuous assessment for summative and accountability purposes. It should be noted that this training unit is not
a substitute for following government policy and should be viewed as a starting point to implementing Continuous
Assessment in the classroom. Additionally, this unit does not explicitly cover Continuous Assessment Learning
Activities (CALA), although the skills developed will be useful in implementing CALA.
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Unit overview
1 Introduction 10 minutes

2 Types of assessment and their purposes 20 minutes

3 The importance of open and closed questions 30 minutes

4 How targeted questions can be used to find out what pupils 30 minutes
are learning

5 How to use constructive feedback to support pupils’ 20 minutes

improvement

6 Review and reflect 10 minutes

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1 Introduction 10 mins

1.1
Explain that the contents of this unit are fully aligned to the 2015–2022 Assessment
Framework and also complement the Curriculum Framework for Primary and
Secondary Education 2015–2022, the Education Sector Strategic Plan and the 2015–
2022 Syllabi for all Learning Areas.

Explain that continuous assessment, as defined in the 2015–2022 Assessment

Framework for Primary and Secondary Education, is the ‘on-going system of
monitoring and assessing pupils’ progress with the aim of helping them improve their
learning’. The focus of this unit will be specifically on assessment for learning, that
is, the process of pupils and teachers using evidence to assess where the pupils are
in their learning, and to decide where they need to go and how best to get there
(assessment as learning and assessment of learning are not in scope).

Clarify further that the focus within assessment for learning will be on formative
assessment for informal purposes. This is different from formative assessment as
part of Continuous Assessment Learning Activity (CALA), where the activities serve
as formal evidence of learning. Examples of formative assessment being used for
informal purposes might include a teacher deciding to explain something in a lesson
when they realise that the pupils have not grasped a concept. It might also include
providing one pupil with some more challenging work if they realise that this pupil has
already understood the task and is finding it too easy.

Remind teachers that assessment for learning will be incorporated into further
learning-area-based sessions, and as such will be revisited a number of times through
the programme. The strategies in today’s unit can be incorporated into any learning
area at any time, so the expectation is that teachers will be able to practise the
strategies regularly.

1.2
Remind teachers that assessment for learning is a part of the Competency
Framework, and that the competencies for assessment for learning are fully aligned
with the national inspection competencies.

Share the competencies with teachers and invite them to write down and share any
questions they have. Acknowledge the questions but do not respond to them now if
they will be answered by participating in the unit. Explain to teachers that their
questions will be revisited at the end of the unit and, if they have not by then been
answered, you will respond to them then.
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Share the competency with the teachers. It may be that they already have a copy of
the Competency Framework, or you have written the competencies on the board. If
not, it is fine to read them out for now, making clear the differences between the levels.

Competency Beginning Developing Embedding Proficient

Teachers find out I understand the I am asking some I regularly ask I try to
what pupils are difference targeted open targeted open understand why
learning rather between open questions in my questions and pupils may have
than just and closed lessons to listen carefully to given a different
checking questions and the understand what pupils’ responses answer to what I
answers. They do need to ask pupils have learnt in order to was expecting
this through targeted about what I have understand what and, if the answer
questioning, questions to find taught them. they have learnt. I was incorrect, I
listening and out why a pupil use this explain why it
observing them gave a particular knowledge to tell was incorrect. I
and providing response/answer. them what they provide clear,
constructive can do to constructive
feedback. improve. feedback to every
pupil so that they
understand how
they can improve.

Explain that in today’s session, the focus will be on the following learning objectives:
• to learn about the importance of open questions as a way to find out what pupils
are learning;
• to understand how targeted questions can be used to find out what pupils are
learning; and
• to reflect upon how to use constructive feedback to support pupils’ improvement.

Explain that they will begin by recapping the different types of assessment and what
they are used for. Following this, they will reflect on how open questions are helpful to
find out what pupils are learning and the importance of asking targeted questions.
Finally, they will reflect upon how to use constructive feedback to support pupils’
improvement.
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2 Types of assessment and their purpose 20 mins

2.1
Explain to teachers that you are going to read out four statements. Ask them to draw
a grid on paper (see the example below for what they might draw. You may wish to
draw this on a board so that they can see what to do). They are to write question
numbers 1–4 and then state whether they agree, disagree or are unsure next to it.
Explain that they will complete the final column at the end of the day’s session.

Question View View Question View View

before after before after
session session session session
1 1 Agree

2 2 Agree

3 3 Unsure

4 4 Disagree

Figure 1 Table that teachers write Figure 2 What their initial response
might look like

Read out the following statements, allowing a few seconds for teachers to write down
their views:
1. Examinations are the most important form of assessment in schools.
2. Written assessment is more reliable than oral assessment.
3. Assessment is best done on an individual basis rather than as a whole class.
4. The purpose of assessment is to tell pupils if they are right or wrong.

Select a teacher to explain their choice of response for each statement. After they
have explained their choice, ask other teachers if they have a different view and why.

The conversation might look something like this:

‘Memory, what do you think about statement 1? … You agree, and why is that? …
Does anybody disagree with statement 1? … Yes, Thando, and why do you disagree
with this statement?’

Remind teachers that you will revisit these statements at the end of the unit to see if
their views have changed.
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2.2
Ask teachers to identify the three types of assessment. If they are unable to identify
them, remind them that the three types are: assessment for learning, assessment of
learning and assessment as learning. Explain that assessment as learning is the self-
assessment of pupils to monitor their own learning, but that the focus for the day will
be on distinguishing between assessment for learning and assessment of learning.

Ask teachers to match the type of assessment with the definition. You may wish to
write the definition on the board or prepare terms with definitions written on paper
which teachers have to match themselves. Using abbreviations may be helpful to save
time if writing on the board: AFL (Assessment For Learning), AOL (Assessment Of
Learning).

Note that some of the following definitions have been taken from the Assessment
Framework 2015–2022, p.2.

Type of Definition
assessment
Assessment for Looks to interpret evidence for use by pupils and their teachers
learning during the learning process.
The process of pupils and teachers using evidence to assess
where the pupils are in their learning, and to decide where they
need to go and how best to get there.
Assessment of Also known as summative assessment, it entails use of
learning tasks/activities to measure, record and report on pupils’ capacity.
A ‘snapshot’ of a pupil’s attainment at a particular point in time,
often at the end of a grade.

Based on the above definitions, ask teachers to work in pairs to explain assessment
for learning and assessment of learning in their own words. Respond to clarifications
and select one or two pairs to read out their definitions.

Explain that assessment for learning is used to find out more about pupils’ learning,
including to what extent they have achieved the learning outcomes. A key purpose of
finding out what has been learnt is so that teachers can plan what and how they should
teach in their next lesson.

By finding out what pupils have and have not learnt, teachers are able to:
• Identify pupils’ misconceptions about concepts or topics and then plan how to
address them.
• Identify which pupils have understood the topic, and which pupils need extra
support.
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• Plan lessons and activities that can better meet the needs and abilities of all
students. This might involve re-teaching a topic in a different way for some pupils,
providing some scaffolding for additional support, or setting some more challenging
tasks for pupils who have mastered what has been taught.

2.3
Tell teachers that you are going to read out a list of six assessment activities. Ask
them to note down numbers 1–6 on separate lines. As you read out each activity, they
are to write whether it is ‘AFL’, ‘AOL’ or ‘Both’ next to each number.

A teacher’s page might look like this:

1. AOL because…
2. AFL because…
3. Both because…

The list of assessment activities with possible responses is below. The most likely
response is in bold. However, as you can see in the explanation column, both
responses may be possible, because it is the purpose behind the activity and how
pupils’ responses are used which determines if an activity is AFL or AOL.

Number Assessment Response Explanation

activity
1 End of unit test AOL or This could be both AOL and AFL if
AFL constructive feedback is given to pupils to
support them in improving their future
learning.
2 Teacher AFL or AFL if the purpose of questioning is to find
questioning AOL out what the student has learnt with a view
to supporting future learning.
AOL if the purpose is only to find out if they
know the right answer.
3 Mock AFL or AFL if the pupil is given feedback on the
examination AOL examination which helps them to improve
when they come to sit the formal exam.
AOL if the teacher uses the mock
examination to give pupils a grade and no
other feedback is given.
4 Class AFL A discussion implies depth of questioning
discussion beyond a ‘yes’ or ‘no’ answer. A discussion
could be used to explore how pupils have
come up with an answer and also enables
pupils to ask each other probing questions.
This helps the teacher to understand the
thought process behind a response and
how their pupils are learning.
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5 Pupils talking AFL The teacher can use this activity to move
in pairs around the class and listen to what pupils
are saying. They can then use this
evidence to decide how to plan the next
lesson.
6 Written work AFL or If pupils’ written work is used only to give a
AOL grade or to mark right or wrong, this would
be an example of AOL. However, if
constructive feedback is given to pupils this
would be an example of AFL.

When talking through responses to this activity, make adaptations depending on the
response of the group. If the group already has a good understanding of AFL and AOL,
you could ask them to explain how the activities could fall into both categories. If,
however, the group is finding it difficult, you may need to read out a few of the
explanations.

Now ask teachers to reflect upon which type of assessment they tend to use when
teaching. They should spend one minute thinking on their own and noting down
examples. They should try to give at least one example from a recent lesson. Then
they should spend two minutes sharing their responses in pairs and three minutes
discussing as a wider group (refer to the explanation of ‘think, pair, share’ activities in
the facilitator overview if a reminder would be helpful). Discuss some examples and
what they tell the teacher about what has or has not been learnt.
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3 The importance of open and closed questions 30 mins

3.1
Ask teachers to take a minute to discuss in pairs/as a group the difference between
open and closed questions. Take answers/write key ideas on the board, and then draw
their attention to the basic difference below if they are not sure:

Closed questions: only have one answer

Open questions: have more than one answer

Draw/print the following questions and ask teachers to explain why the example on
the right is a more open question than the one on the left.

Closed question: Open question: given

what is the area of that the area of the
this rectangle? triangle is 24cm2 what
are the possible lengths
and widths of this
rectangle?

3.2
Explain that the difference between open and closed questions is actually more
complex than how many answers there are. It is linked to the teacher’s intention when
asking the question.

Explain that it can be helpful to consider two purposes of teacher questions.

Depending on the teachers and time available, you may wish to ask teachers to
discuss what the purposes are, or you may prefer to read them out as below.
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Type of question Purpose
Testing To test the knowledge or creativity of pupils by asking them
to say what they have learnt.
Enquiry To encourage pupils to express their ideas and prove what
they are thinking.

Read the following list and ask teachers to identify if the question is a testing question
or enquiry question:
1. What is 9 x 8? Testing
2. How did you come up with that answer? Enquiry
3. In which country can Mount Kilimanjaro be found? Testing
4. Is a bat a mammal or a bird? Testing
5. What do you think about that and why? Enquiry

Ask teachers (or select a teacher) to think back to the kinds of questions they have
asked their pupils recently and share with the group examples of testing and enquiry
questions. Compare the number of examples of testing versus enquiry questions.

3.3
Explain that testing questions, which are often closed factual questions, are used by
a lot of teachers. However, the problem with testing questions is that they do not help
teachers assess pupil understanding or support further learning.

Ask teachers why they think closed testing questions do not support further learning.

Possible responses:
• Pupils might be guessing the correct answer; they might not know for sure.
• A pupil might know the answer but not understand why that is the answer, meaning
that they cannot apply their knowledge in the future.
• Testing questions do not allow teachers to tell how much a pupil has understood
and therefore are not helpful when providing constructive feedback.
• Testing questions just test whether a pupil has good memory.

Explain that enquiry questions, which do not have a set answer and are therefore
more open, encourage pupils to think and to explain their answers. With open
questions, pupils might be asked to justify their ideas, use prior knowledge and apply
it to a new idea, or explain their thinking.2 They encourage pupils to talk, which in turn
enables teachers to talk more about what they are learning and what they have
understood. However, teachers must remember that answers to open questions often

2Sahin, A., and Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing,
guiding, and factual questions. Journal of Mathematics Teacher Education 11: 221–241.
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involve more difficult language and may discourage shy and reserved pupils. So
teachers should be careful to be inclusive and involve all their children. On occasions
they may decide to ask simple closed questions to some children initially, just to
involve them, but they should then follow up with a more open question as these pupils
become more confident.

3.4
Read out the two examples below of a pupil–teacher conversation. Ask teachers
which dialogue is more helpful if the teacher wants to know how much the pupils
understand, and ask them why. Depending on timing, you may wish to print out the
dialogues and have teachers play the role of teacher/pupil. If teachers are still not fully
confident with open versus closed questions it may also be helpful to ask them to
quickly identify which dialogue is an example of closed questions and which is an
example of more open questions.
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Dialogue 1: Dialogue 2:

Teacher: Imagine that a girl has seven Teacher: Sipho, imagine that a girl has seven
toy trucks. Some are big and others toy trucks. Some are big and others are
are small. If five are big, how many are small. How many could be big and how many
small? Put your hands up to answer. could be small?
Yes, Sipho. Sipho: Two could be big and two could be
Sipho: Three. small.
Teacher: Incorrect Sipho, somebody Teacher: How did you come up with that
else please give the correct answer. answer Sipho?
Yes Faith… Sipho: Well, two plus two equals four.
Faith: The answer is two. Teacher: Remember the total number of
Teacher: Correct Faith, well done. trucks is seven.
Sipho: Ok, five could be big and two could be
small.
Teacher: Correct, that is one option. Faith,
can you give another answer?
Faith: Sipho has already said the answer.
Teacher: How else can we make seven
Faith?
Faith: I don’t know
Teacher: Makes a note in their mind to
review number relationships with Faith.
Possible responses:
• In Dialogue 1, the teacher is only interested in the correct answer. Sipho has not
answered correctly, but the teacher does not probe to find out what part he has not
understood. In Dialogue 2, however, by asking Sipho to talk about his thought
process, it becomes clear that Sipho had not understood the question: he did not
realise that the numbers had to add up to seven. After understanding this, he was
able to answer correctly.
• In Dialogue 1, Faith provides the correct answer and is praised for it. However, in
Dialogue 2 it becomes clear that although she knows that 5+2=7, she is not
confident with which other numbers add up to seven. It is therefore Faith, rather
than Sipho, who needs more support with number bonds.
• The teacher in Dialogue 1 may have assumed that Faith was already confident
with number relationships and so would not provide her with any further support.
This could mean that Faith would fall behind in this area and not succeed when the
knowledge is applied to new situations.
• By asking more open questions the teacher has been able to identify who needs
further support; knowing the correct answer does not necessarily mean that
concepts have been fully understood.
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4 How targeted questions can be used to find out what
pupils are learning 30 mins

Tell teachers that you are all now going to move onto the importance of targeted
questions, and look at three specific elements:
1. selecting pupils rather than asking for hands up;
2. strategic sampling; and
3. planning questions in advance.

4.1
Ask teachers to think back to Dialogues 1 and 2, which you have all just read, and
identify which was an example of selecting pupils. The answer is Dialogue 2, where
the teacher calls on Sipho and Faith. In Dialogue 1, the teacher asks pupils to put up
their hands and then selects one. Explain that one way of asking targeted questions
can be to choose which pupil to call on rather than asking all pupils to raise their hands.

Ask teachers to reflect on why only choosing from those pupils who put their hands
up is not a reliable way to find out if the class is understanding the content of the
lesson.

Possible responses:
• Only selecting pupils with their hands up is not a representative sample of the class.
• It is possible that only those who think that they know the answer put up their
hands. By choosing these pupils, the teacher will not find out what those who are
unsure or who do not know the answer are struggling with.
• It is possible that the more confident pupils put their hands up. By only choosing
these pupils, those who are shy and introverted are not being given the opportunity
to share their understanding.

It might be helpful to highlight that this is not the only way that a teacher should ask
questions. By targeting a small number of pupils, the teacher is unable to hear from
everybody, so it should be combined with other strategies like listening as pupils talk
in groups. The point is that it is a helpful way to quickly assess understanding and offer
an additional tool for teachers.

4.2
Explain that another element of asking targeted questions is strategic sampling.
Strategic sampling is asking selected pupils questions with a purpose. For example, a
teacher might decide to ask questions of one lower-ability pupil, one of middle ability
and one of higher ability. By hearing from pupils of differing abilities, the teacher will
be able to understand if the content is too difficult, easy or just right for these pupils.
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Explain that thirdly, in order to ask the right pupils the right questions to find out what
they have learnt, questions should be planned beforehand. Ask teachers to discuss
in pairs or reflect upon:
a) how many of them regularly plan what questions they are going to ask pupils when
they are teaching; and
b) what they think about when spending more time planning targeted questions.

You might wish to bring up some challenges involved with asking targeted questions,
or the teachers themselves might bring them up. For example, if teachers teach lots
of classes or they have a high number of pupils in their class, they may not know the
ability of every pupil, so they do not know who to address which questions to. If this
comes up, note it down as an area to focus on, as teachers need to know the abilities
of their pupils in order to teach effectively. One strategy you could offer might be to
group pupils by ability (having done a baseline, which the catch-up diagnostic tool will
support) at certain times during the lesson. This means that even if not all pupils are
well known to the teacher, the teacher can target the right question to somebody in
‘the blue group’ or ‘the green group’ (try not to use numbers or letters which might
make it obvious to pupils).
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Read out the dialogues below to teachers (or, if materials can be printed and shared,
ask if teachers would like to role play). Ask them to reflect on the dialogues and also
think about what they could change about how they ask questions in their own lessons.
You can refer to the questions below for added structure.

Dialogue 1: Dialogue 3:

Teacher: As I explained, if Sasha had nine Teacher: As I explained, if Sasha had

sticks, four could be long and five could be nine sticks, four could be long and five
short, or six could be long and three could could be short. Munya, if we have nine
be short, because there are different ways in total, and eight are long, eight plus
of making nine. Do you understand? how many equals nine? Remember to
Class: Yes. use your number line.
Teacher: Does anyone have any problems Munya: Eight plus… one equals nine.
with this? Teacher: Exactly. So how many short
Class: Silent sticks are there?
Teacher: Good, let us move on. Munya: There is one short stick.
Teacher: That’s correct, Munya.
Thando, give me another combination
please.
Dialogue 2: Thando: Three short sticks and three
long sticks.
Teacher: As I explained, if Sasha had nine Teacher: How did you come up with that
sticks, four could be long and five could be answer, Thando?
short. Munya, what other combination of Thando: Well, if there are nine in total,
sticks could Sasha have? then three could be short, three could
Munya: Six long sticks and four short sticks. be long and three could be medium.
Teacher: Not quite Munya, Taka? Teacher: Even though medium sticks
Taka: Six long sticks and three short sticks. were not mentioned, Thando, you are
Teacher: Good, Taka. Now, Anesu, can you correct with you overall calculation.
tell me another possible combination? Now, Taka, give me three more
Anesu: Two short sticks and seven long possible combinations please.
sticks. Taka: One long stick and eight short
Teacher: Good, Anesu, and another sticks, nine long sticks and zero short
combination please Thando: sticks or seven short sticks and two long
Thando: Three long sticks and three short sticks.
sticks. Teacher: Thank you, Taka. Now class,
Teacher: Wrong, Thando, try again. you are going to work in groups to
Thando: Eight long sticks and one short complete the activity on your desk while
stick? I walk around to listen to your
Teacher: Good. Let’s move on. discussions.
 17
Allow teachers to reflect upon the questions below:
• What do you notice about the way the teacher asks questions in each of the
dialogues?
• What do you notice about how pupils respond to the teacher’s questions?
• Highlight examples of targeted and open questioning in the dialogue. You might
think about pupil selection, strategic sampling and the kinds of questions which are
being asked.
• Think about Thando’s response in Dialogues 2 and 3. How does open and targeted
questioning by the teacher enable them to understand Thando’s understanding of
the topic? What does the teacher in Dialogue 3 know about Thando that the teacher
in Dialogue 2 does not?
• Which dialogue is an example of effective assessment for continuous learning?

Below are some comments with points that teachers might raise. If resources can be
printed, give teachers a copy of the dialogues and ask them to identify key points
themselves.

Dialogue 1:
There may
be a number Closed
Teacher: As I explained, if Sasha had nine
of reasons questions: the
why pupils sticks, four could be long and five could be responses
do not wish short, or six could be long and three could highlighted do
to say they be short, because there are different ways not tell the
do not of making nine. Do you understand? teacher if the
understand. Class: Yes. class really
understood.
Teacher: Does anyone have any problems
There are
with this? targeted
Class: Silent questions to
Teacher: Good, let us move on. individual
pupils.

The teacher is moving on without knowing

if pupils have understood.
 18

An example
of targeted
questioning, Rather than
Dialogue 2:
as the supporting
teacher Munya further
does select Teacher: As I explained, if Sasha had nine
or adapting the
pupils to sticks, four could be long and five could be question, the
speak. short. Munya, what other combination of teacher moves
sticks could Sasha have? to another
Munya: Six long sticks and four short sticks. pupil. Thus
Teacher: Not quite, Munya, Taka? Munya is left
Although without
Taka: Six long sticks and three short sticks.
pupils are understanding.
selected, Teacher: Good, Taka. Now, Anesu, can you
they are all tell me another possible combination?
asked the Anesu: Two short sticks and seven long
same sticks.
question Teacher: Good, Anesu, and another Although the
regardless teacher
combination please, Thando:
of ability. enables
Thando: Three long sticks and three short Thando to try
sticks. again, there is
Teacher: Wrong, Thando, try again. no attempt to
Thando: Eight long sticks and one short understand
stick? Thando’s
Teacher: Good. Let’s move on. thought
process.

This time, the teacher moves on knowing that

some pupils have not understood. Hopefully the
teacher would be planning on how to provide
further support to Munya in the next lesson.
 19

The teacher
has targeted
questions to
different
abilities; note
how Munya is Dialogue 3:
asked 8+?=9
whereas other Teacher: As I explained, if Sasha had nine
pupils are sticks, four could be long and five could be
asked to find short. Munya, if we have nine in total, and eight
both numbers are long, eight plus how many equals nine?
themselves.
Remember to use your number line.
Munya is also
supported by Munya: Eight plus… one equals nine. Rather than
being Teacher: Exactly. So how many short sticks assuming that
reminded to are there? Thando has
use her Munya: There is one short stick. not understood
number line the topic, the
Teacher: That’s correct, Munya. Thando, give
when counting. teacher asks
me another combination please. him an open
Thando: Three short sticks and three long question to
sticks. learn about
Thando has Teacher: How did you come up with that how he has
been asked to answer, Thando? arrived at the
come up with Thando: Well, if there are nine in total, then incorrect
one answer. When
three could be short, three could be long and
combination he explains,
three could be medium. the teacher
without
Teacher: Even though medium sticks weren’t realises that
support, while
Taka has been mentioned, Thando, you are correct with you his rationale,
asked to come overall calculation. Now, Taka, give me three while not
up with three more possible combinations please. expected, is
combinations Taka: One long stick and eight short sticks, correct, so he
in quick does
nine long sticks and zero short sticks or seven
succession. understand the
short sticks and two long sticks. topic after all.
Teacher: Thank you, Taka. Now class, you are
going to work in groups to complete the activity
on your desk while I walk around to listen to
your discussions.

The teacher explains that they will be listening to find out more
about what pupils are learning. This shows that they are aware
that they need to find out more about what their pupils
understand.
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5 How to use constructive feedback to support pupils’
improvement 20 mins

Tell teachers that research shows that teacher feedback to pupils has a positive effect
on pupil learning.3

Explain that constructive feedback helps to improve pupil learning by focusing on the
extent to which the lesson outcomes have been met. It can highlight both strengths
and areas for improvement and will always focus on the skills evidenced and needed
for further development. Constructive feedback is also objective; it is about the task
completed, not about the individual.

Check teachers’ understanding of the term ‘constructive’. If they are not sure, explain
that constructive means that it is helpful. Pupils can use the feedback to improve how
or what they learn. The opposite is negative feedback, which just criticises and makes
the pupil feel bad but does not suggest how she or he can improve.

Read the two examples of feedback below and ask teachers to identify which is an
example of constructive feedback and why.
Example 1: Example 2:
Chido, please behave and listen Well done. You described the properties of rocks
more in class. Your handwriting using pictures.
is neat, but you have not However, use information to identify the properties
answered all the questions of rocks. Page 7 of your textbook provides some
correctly. advice and practice exercises.

The annotated examples below provide possible responses and can be used as
prompts if teachers are struggling. You may also wish to print out the above examples
for teachers to annotate if printing resources are available.

Based on the two examples, ask teachers to come up with some key
recommendations which make feedback constructive. Possible points are:
• Clearly linked to the objectives/outcomes.
• Not personal about the pupil but focused on the skill(s) they are meant to be
demonstrating.
• Provides practical strategies to improve.
• Suggestions are linked to enabling the pupil to meet the outcomes

3Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research 77 (1):
81–112; https://www.visiblelearningmetax.com/influences.
 21
Not objective; about the Not relevant to outcomes.
pupil, not the skill.

Example 1:

Chido, please behave and listen more in class.

Your handwriting is neat, but you have not
answered all the questions correctly.

Does not explain how

improvements can be
made.

Feedback is objective
because it focuses solely
on outcomes.

Example 2:

Well done. You described the properties of rocks

using pictures.
However, use information to identify the properties of
rocks. Page 7 of your textbook provides some advice
and practice exercises.

Practical strategies to
How to improve is
enable the pupil to take
objective, clear and
action.
5.2 linked to outcomes.
 22

Read out the example below and give teachers time to discuss in pairs why it is not
an example of constructive feedback.

Next, ask them to write an example of constructive feedback. This can be done
individually or in pairs (it can be made up or it can be an example of feedback they
have given to a pupil in the last week, or you as the facilitator can give them a topic to
focus on).

Finally, ask them to share their feedback with the group/a colleague. After they have
read their response, ask other teachers to identify the constructive elements.

This is quite good Daniel, but if you had tried harder

instead of talking, you might have received a higher
grade. Next time remember to focus!
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6 Review and reflect 15 mins

6.1
Remind teachers of today’s objectives:
• to recap the importance of assessment for learning;
• to learn about the importance of open questions as a way to find out what students
are learning;
• to understand how targeted questions can be used to find out what students are
learning; and
• to reflect upon how to use constructive feedback to support pupils’ improvement.

For each of the above objectives, ask teachers to respond with something they have
learnt related to each objective. Depending on the size of the group/the group
dynamics, you may wish to keep this as a whole-group exercise, ask teachers to work
in pairs, or they can reflect individually and then share. Also remember to respond to
any questions raised at the beginning of the session which have not been answered.

6.2
Direct teachers to the table they filled in at the beginning of the session and ask them
to complete the ‘view after session’ column.

Discuss responses; have any of their views changed? If so, why? If not, is there
anything that they have learnt which has reinforced their earlier view?

Question View View

before after
session session
1 Agree

2 Agree

3 Unsure

4 Disagree

6.3

Tell teachers that in two weeks’ time, they will have a staff development session. The
session will focus on reflecting on how teachers have found the experience of
practising assessment for learning in their classrooms. When attending this session,
teachers should bring evidence of how they have started to implement some of the
content from today’s session. It could be some targeted questions they have asked,
or it could be a pupil’s book with some constructive feedback in it.