Embedding Formative Assessment | St Edward's School

Pedagogy Teachers are currently working on - Spring 2, 2026

This half term, teachers are trying out approaches that help students take greater responsibility for their own learning. This means pupils are encouraged to understand where they are in their learning, where they need to go next, and how to close the gap—rather than relying only on the teacher to tell them what to do next. Previously, it is teachers who have taken the responsibility for providing this, but it is desirable for students to develop the ability to reflect on their own learning and each other’s learning when they are provided with appropriate guidance and structure.

In lessons, this could be students checking their work against success criteria, giving feedback to each other, and reflecting on how to improve. Teachers carefully structure activities such as peer feedback, checklists, and group discussion so students learn how to support one another effectively and responsibly.

An example might be:

Two stars and a wish/Stars and stairs

Students exchange work and give comments to a peer by writing two positive things (stars) about the work and one thing that they ‘wish’ the other student would do to make it better. The comments should be specific to the qualities of the work and provide clear guidance on what to do to improve, which is why some people prefer to call this technique “stars and stairs”.

Best composite answer

Students in a small group build a composite answer by taking the best features of each of their individual answers, making them recognise strengths and weaknesses across the original individual answers. This technique also works well when students do practice tests. Students complete practice tests individually, and then work in groups of four to compare their answers in order to compile the best composite response. Because students often give each other incorrect advice, it is crucial that the teacher then conducts a whole-class session asking each group for its responses to each question.

Why this is helpful for students

Research shows that when students are actively involved in evaluating their own and others’ work, they become more confident, resilient, and motivated learners. Self‑assessment improves perseverance, self‑belief, and achievement, helping students develop skills they will use well beyond school.

Peer feedback is also powerful: explaining ideas to others deepens understanding for both the student giving help and the one receiving it. This leads to stronger learning and greater independence over time.

How parents can support at home

Parents play a vital role in helping children become more independent and responsible learners. One of the most effective ways to do this is by encouraging children to reflect on their own work rather than relying solely on adult judgement.

Ask your child to explain what they think they have done well, what they found challenging, and what they might improve next time. This helps them to see learning as a process rather than just a finished product.
Encourage your child to check their work before handing it in. Simple routines, such as checking instructions, spelling, or whether all parts of a task are complete, help children develop good habits and attention to detail. Discussing success criteria together can help children understand what “good work” looks like.
Build simple, practical routines at home. Encourage your child to check their work before handing it in by asking questions such as, “Have you included everything?” or “What’s the best part of this?” rather than correcting it for them. Using a short checklist together can help children learn to spot mistakes independently.
Talk through feedback with your child. Ask them to give two positives and one improvement for their own work, or to explain what they would change next time. Encourage them to talk about learning challenges and how they solved them.
Resist doing the work for them. Asking guiding questions and valuing effort helps children build confidence, independence, and responsibility for their learning.

What Pedagogy teachers have been working on

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: