Embedding Formative Assessment | St Edward's School

Pedagogy Teachers are currently working on - Summer 1, 2026

This half term, teachers are focusing on making formative use of summative tests. This means that tests, quizzes, and other checks of understanding are not simply used to generate grades, but to help teachers and students clearly identify what has been understood well and what needs further work.

In classrooms, this could include:

Using low‑stakes or “zero‑stakes” tests, where the emphasis is on learning from mistakes rather than performance
Helping students understand what good answers look like by analysing examples together
Using whole‑class feedback to focus teaching time on common misunderstandings rather than marking every question individually
Encouraging students to talk about their thinking, explain answers, and learn from one another
Supporting students to reflect honestly on their own understanding, using tools such as red/amber/green indicators

This approach is designed to make assessment an active part of learning rather than something that only happens at the end of a unit.

Why this is helpful for students

Using assessment in this way has several important benefits for students.

It helps students understand what success looks like. By comparing answers, discussing why one response is stronger than another, and engaging with clear success criteria, students develop a more accurate picture of how their work is judged.

It supports learning from mistakes in a safe way. Zero‑stakes testing and whole‑class feedback reduce anxiety and the fear of failure, allowing students to see errors as a normal and valuable part of learning.

It gives teachers and students clearer information about gaps in understanding. Instead of waiting for a marked test to be returned, misconceptions are identified quickly and addressed through targeted teaching or revision.

It builds confidence, independence, and ownership of learning. When students reflect on what they know and what they need help with, they gradually become more self‑aware learners rather than relying entirely on teacher feedback. This approach improves understanding, resilience, and long‑term retention of learning.

How parents can support at home

Parents and carers do not need to “teach” the content at home, but there are several simple ways to support this approach.

Encourage your child to talk about what they found tricky, not just what they got right. Questions such as “Which part did you find hardest?” or “What would you practise next?” mirror the reflective work happening in school.

Reassure your child that tests are tools for learning, not just judgement. Normalising mistakes and emphasising effort and improvement can reduce anxiety and build confidence.

If your child is revising or completing practice questions, encourage them to:

Check answers and correct mistakes, rather than just moving on
Explain an answer out loud, even if they think they understand it
Use simple self‑checks such as “I know this well / I’m not sure yet / I need help”

This support can help your child to:

Break revision into small, manageable sections
Identify what to revise, as this may not always be obvious to them
Reassure them that needing help is normal and expected

Most importantly, focus on progress and understanding, not just scores. This reinforces the message students receive in school: learning is an ongoing process, and improvement matters more than perfection.

What Pedagogy teachers have been working on

Activating students as instructional resources for one another

Giving students more responsibility

This might have included strategies such as Ladder of feedback, Best composite answer, Traffic lighting peers’ work, student lesson review and homework help board.

Learning intentions and Success Criteria

Setting clear expectations (e.g., subtracting three-digit numbers with regrouping).
Applying learning in different contexts to make it useful beyond the activity.
Describing quality work, for example through rubrics (marking or success guides).
Providing step-by-step scaffolding, then gradually removing it so students become independent.

Providing feedback that moves learners forward

Make less marking, while giving students more responsibility
Keep records of students’ progress that help teaching and learning

This might have included strategies such as margin marking, traffic light feedback, mastery marking, asking students three key questions, and giving time to find and fix their own mistakes.”

Eliciting evidence of learning: Finding out what students are thinking

improve classroom questioning and discussion
involve all students in lessons

This might have included strategies such as, whole class vote, No hands up – except to ask a question, mini whiteboards, finger voting, exit tickets, opening up closed questions, post it notes on a continuum, waiting 3 seconds

To see what Pedagogy teachers have been working on in past terms, click one of the links below: