Made by Mike Gershon

mikegershon@hotmail.com

A guide to whole class

feedback including:
- Introduction
- Rationale
- Further Reading
- 25 examples of how to get
whole class feedback

Contents
Introduction
Rationale
Further Reading

25 ideas for whole class feedback:

Post-It Notes

Mini-Whiteboards

Exit Pass

True-False Cards

ABCD Cards

Thumbs

Traffic Lights

Stand-Crouch-Sit

Post-It Divider

Continuum

Partnering

Whiteboard Words

Voting Pods

Question? Answer

Objectives

Random Feedback

Txt Msg

Play-Doh

Silent Debate

Evaluation Tree

Smiley Faces

Muddiest Point

Seed to Tree

Forum

Fingers

Introduction

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Whole class feedback is a crucial part of assessment for learning (AfL). It is a means to
assess the understanding of all students in a way that is efficient and time effective.
Whole class feedback refers to any method which allows the teacher to gain information
concerning the knowledge and understanding of all the students in a class. Further in this
document there are twenty-five examples of such methods.
A concern sometimes raised by teachers is that whole class feedback can make teaching and
learning somewhat mechanical, whereby the transmission of knowledge is prized above
critical and creative thinking. Certainly the techniques have the potential to be used in this
way, however their non-prescriptive nature means the teacher is always in control of how
students engage with them.
A second fear for some teachers is that whole class feedback may lead to a heavier workload
in an already time-consuming job, with mountains of feedback needing to be sifted through.
Precise and considered use of the techniques eliminates these worries; good planning on
behalf of the teacher affords a deep understanding of where students are at without increasing
workload.
The techniques explained below have frequently helped teachers to work smarter, allowing
them to deal with misconceptions on-the-go and en masse. Many also enable peers to aid
one anothers learning, decreasing reliance on the teacher and increasing awareness of the
learning process.

Rationale

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Whole class feedback is a crucial part of assessment for learning (AfL). As such, the rationale
concerns AfL as a whole, of which whole class feedback is a part. This is a prcis built on the
evidence contained in the further reading detailed on the following page.
Assessment for learning differs from assessment of learning as coaching differs from a
fitness test.
Assessment for learning involves the teacher and student becoming aware of how learning
can be improved, how technique can be better mastered, how knowledge and understanding
can accord more closely with reason, logic, that which is already known; how the gap can be
closed between where the student is and where the teacher, curriculum, school can help them
to get. Assessment of learning tests what a student knows.
The first is formative, the latter summative. The first informs, the latter sums up. The
first is open and cumulative, the latter is closed and definitive.
Assessment for Learning (AfL) means using evidence and dialogue to identify where pupils
are in their learning, where they need to go and how best to get there.
(http://www.standards.dfes.gov.uk/research/themes/assessment_for_learning/)

Assessment for learning, embedded in teaching, improves pupil attainment. Many teachers do
it without calling it by such a moniker; all teachers, at all levels and in all subjects are able to
do it. By no means is it reserved for the few or applicable only in specific situations.

Further Reading

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Assessment for Learning: Putting it into Practice,

Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam
This book sums up the extensive research review on which the assertions concerning AfL
are made. It details how formative assessment can improve pupils learning and has a
series of case studies from English schools. It is practical, realistic and explicitly tied to the
classroom.
Black Box Subject Series,
Paul Black, Christine Harrison, Bethan Marshall & Dylan Wiliam (eds.)
These booklets precede the book. They include subject specific guidance on how to work
with AfL. Inside the Black Box and Working Inside the Black Box are general guides. All
are available cheaply at http://shop.gl-assessment.co.uk/home.php?cat=383
http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/AfL-Guidance-KS12.p
df
Ostensibly for Key Stage 1 and 2, this Northern Ireland Curriculum document offers an
excellent introduction to AfL. There is also sound advice and examples on how to use it in
the classroom. A reading list far in excess of this one is included.

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Post It Notes

Give students post-it notes on which to write

answers or reflections.
These could be collected in, placed on the board or
held up.

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Mini-Whiteboards

Students write their answers on mini-whiteboards.

These can be held up to show the teacher and
peers.
Extend by asking students to assess each other,
correct misconceptions or analyse answers.

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Exit Pass

Students are given a slip of paper on which they

must write the answer to a question, or series of
questions.
These are then deposited on the way out, giving the
teacher feedback from all students.
No exiting if you havent got a pass!

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True/False Cards

Laminate a set of cards with true on one side and

false on the other.
Plan questions around common misconceptions or
difficult ideas for students to wave their cards for.
Questioning, peer assessment and the like can
grow from there.

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ABCD cards

Laminate a set of different coloured cards with

A,B,C and D on them.
Show students questions related to the topic with
four possible answers. Reasons for choices can be
followed up, questioned and so on.

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Thumbs

Ask students to show you with their thumbs how

well they feel they understand the work.
It may be useful to have a display or key such as

I feel confident with the work

and could explain it to
someone else.

I understand some of
the work, but still
have questions or
am unsure.

I do not feel happy that I

understand what we are
doing. I would like more
help.

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Traffic Lights

Students have a set of traffic lights they can use to

indicate whether they fully understand (green),
are in the middle (amber) or are struggling (red).
Different materials can be used e.g. pieces of card,
plastic cups (students can stack all three and
change what is on top), lollipop sticks.

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Stand-Crouch-Sit

Students stand, crouch or sit depending on whether

they feel comfortable with the learning, in the
middle or unsure.
Students who are standing can be asked to go
around the room and explain to crouchers, who in
turn explain to sitters until, hopefully, everyone in
the room is happy to stand up.

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Post It Divider

A variation on the use of post-it notes. Hand them out to

students and divide the board or a large piece of paper
into categories
What have I learnt; What am I not sure about; What
questions do I have
Or questions
What is the answer to X?; Where might you use Y?
The students reflect on these on the post-its.

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Continuum

Ask students to come and stand on a continuum

indicating where they are at from Understand
and can explain to Need more help to get to
grips with it.
If you feel students may be uneasy about standing
where they want to, you could use post-its with
names on or totally blank (youll still get an idea
of where the class are at).

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Partnering

Hand out half question cards and half answer

cards. Students must then match themselves up in
silence.

Follow up by
questioning or
peer assessment

Develop by having a third questions and two thirds answers, with two answers being correct for every
one question; sticking questions and answers on students backs; questions find questions that lead

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Whiteboard Words

Heres a variation on the mini-whiteboard theme.

Give students a limited number of words with
which to explain the key points of the lesson or
ask them to identify the most important piece of
learning.
The results may allow you to judge in what
directions pupils are taking their learning and how
everyone is interacting with the concepts and
ideas.

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Voting Pods

Voting pods allow students to input their answers to

the computer, these then being accessible on an
interactive whiteboard.
Simple!

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Question? Answer
Put a question on the board and have different
answers around the room. Students go to the one
they think is right and justify their decision.
Make this easier by having A,B,C,D points or posters
in your room. Then you can have the answers on the
board as well to save faffing.
Develop by getting one member from each answer area to try and convince the
others that their answer is right (good for encourage use of reason and
uncovering of fallacy, misconceived reasoning etc.)

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Objective Traffic Lights

How do you feel about the lesson objectives?
Red = dont think I have grasped this
Amber = feeling OK about this, have just about
got there
Green = Confident I have achieved this
Being specific to the lesson objectives is an alternative way of using the
traffic light technique. It sacrifices an holistic, qualitative assessment for a
precise, quantitative one.

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Random Feedback

Use dice, short straws, roulette wheel, tombola,

guess the number of sweets in the jar, to pick a
group (or two) at random to feedback to the
whole class on the lesson.
This is not whole class feedback per se, but
with the random aspect could be used over a
number of lessons to achieve the same ends in
a slightly different manner.

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Txt Msg

Depends if you have the facility. Perhaps you could

ask IT to sort it out
Set up a class mobile number on the computer and
ask students to text in the plenary (or answers to
questions, reflections etc.)
You could then look at these or show the whole
class and analyse together.

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Play-Doh

Ask students to model answers to questions using PlayDoh. These will be clearly visible, if potentially esoteric.
You could also ask students to model their feeling towards
the learning happy, OK, unsure etc.

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Silent Debate

Write a question or statement on 3-5 sheets of sugar

paper. Place these around the room and tell
students they must debate them in writing, in
silence. Anyone caught talking has 30 seconds out.
Students write their own comments and can comment
on what their peers write as well.
The information on the paper offers an insight into
class thinking and could even be tracked by giving
out different coloured pens.

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Evaluation
Tree
Ask students where they
feel they are on the tree in
relation to the lesson or
topic.
Make the tree into a wholeclass feedback tool by
asking students to put a
post-it note on the board
for where they are at.
Or, print off a large copy
get students to write
where they are.
Could be used
subsequently to pair
students/make groups.

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Smiley Faces

Students draw smiley faces to indicate how comfortable they are with the topic.

Ready to move on

Understand some parts

but not all

Do not understand and

need to look at it again

You could spend a session with students where they make these,
perhaps exaggerating the expressions, and then use them repeatedly.

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Muddiest Point

Another variation on miniwhiteboards.

Students write down one or two
points on which they are least clear.
This could be from the previous
lesson, the rest of the unit, the
preceding activity etc.
The teacher and class can then seek
to remedy the muddiness.

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Seed to Tree

This technique draws on drama and asks students to

imagine their learning is like the life-cycle of a tree. The
tree starts off very small, as a seed, and grows to be very
big, as a full tree.
Students consider where their learning is at and make the
shape appropriate. Full trees can then be sent round to
help seeds and saplings develop.

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Forum

Set up a forum on the computer (easy to do if you have a

managed learning environment such as Frog or Fronter)
and ask students to comment either in the lesson or for
homework.
The comments they leave can be used to assess what
students are having difficulties with and so forth.

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Fingers

A nuanced version of thumbs and traffic lights.

Students hold up fingers accordingly:
1 I am fully confident with the learning
2 I am confident with most of the learning
3 Some parts I am confident with, other bits I am not sure
4 I am only happy with a few parts of the learning
5 I am having difficulty understanding any part