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Episode 287: Formative assessment is one of those phrases everyone in education seems to recognise, but far fewer people define in the same way.

In this episode, I’m joined by Stuart Welsh to explore a recent systematic review of formative assessment in mathematics education and what it might mean for the classroom. We discuss why formative assessment should be understood as more than checking for understanding, why mini whiteboards and exit tickets only become formative when they lead to action, and why good assessment is less about gathering more information and more about making better decisions.

We also consider the role of questioning, feedback, written marking, peer discussion and digital tools, asking what it really takes to uncover students’ mathematical thinking and respond in ways that move learning forward.