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

2. 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

3. Back to Con
Introduction
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.
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 covered 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 another’s learning, decreasing reliance on the teacher and increasing
awareness of the learning process.

4. Back to Con
Rationale
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.
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.

5. Back to Con
Further Reading
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.

6. 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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7. 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.
Back to Conte

8. 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 haven’t got a pass!
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9. 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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10. 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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11. 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 I understand I do not feel happy
with the work and some of the that I understand
could explain it to work, but still what we are doing.
someone else. have questions I would like more
or am unsure. help.
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12. 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. Planner pages, pieces of
card, plastic cups (students can stack all three and change
what is on top), lollipop sticks.
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13. 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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14. 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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15. Continuu
m
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 (you’ll still get an idea of where the class are at).
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16. Partnering
Hand out half question cards and half answer cards. Students
must then match themselves up in silence.
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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 to
the same answer and answers find answers that could be from the same question

17. Whiteboard
Words
Here’s 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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18. 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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19. 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 encouragIng use of reason and uncovering of
fallacy, misconceived reasoning etc.)
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20. Objective Traffic Lights
How do you feel about the lesson objectives?
Red = don’t 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. Back to Conten

21. 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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22. Txt
Msg
Depends if you have the facility. Perhaps you could ask IT to sort
it out…
… LOL.
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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23. Play-Doh
Ask students to model answers to questions using Play-
Doh. 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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24. 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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25. Evaluation Tree
Ask students where they feel
they are on the tree in
relation to the lesson or topic.
Make the tree into a whole-
class 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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26. Smiley
Faces
Students draw smiley faces to indicate how comfortable they are with the topic.
Ready to move on Understand some Do not understand
parts but not all 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. Back to Conte

27. Muddiest
Point
Another variation on mini-whiteboards.
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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28. 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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29. Forum
Set up a forum on the computer (easy to do if you have a
managed learning environment or use Edmodo) 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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30. 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
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31. Web Cams
A sure fire way to engage students is
having their own work displayed – great for
peer and self assessment.