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ASSIGNMENT
Review the paper ‘Formative assessment and self-regulated learning’ (Dylan William 2014) and reflect on your current assessment practices and how you might improve AfL and AoL practices in your classroom.
Create a Forms assessment and share the link here as a reply to this post with a short descriptor (150 words min) of how they would use this and the Forms app for assessment with their class in September.
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After reading Dylan Wiliam’s paper, it’s clear how important it is to use assessment as a tool for learning, not just of learning. It really made me reflect on how I must try to give students ownership of their progress and how I can respond to their needs in real time. One of the main takeaways for me was the need for more regular check-ins and feedback that actually helps students improve, rather than just telling them where they went wrong.
I’ve attached a Google Forms survey we recently used to gather student voice on anti-bullying. I was able to analyse the results to identify patterns—like where students feel least safe or how confident they are in reporting incidents. This kind of data is so valuable for our staff engagement of the new Bí Cineálta policy.
Looking ahead, I plan to use Google Forms more regularly for short topic-based quizzes—quick to create, easy to analyse. I’ll also continue using Kahoot as a more interactive way of assessing knowledge. It’s great for instant feedback and really engages the class. Combining these tools should give me a broader picture of where students are at while making assessment a more natural part of learning.
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I agree that google forms is an excellent resource that provides instant feedback so you can be instantly responsive to students progress. It is a tool that can be used to assess for learning, as well as for learning. We also used the Bi Cinealta form during the year and extracting the results onto a Google Sheet made the data coherent and easy to analyse.
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Using a Google Forms survey to gather student voice on anti-bullying is a really smart approach, especially for tough topics like this. Being able to spot where students feel unsafe or unsure about reporting incidents gives you clear areas to focus on. It’s great how you’re using the data to support the Bí Cineálta policy making sure it’s based on real student experiences makes the policy more meaningful and effective.
I also like the idea of running surveys like this multiple times throughout the year. It’s a good way to track progress and keep students engaged in the conversation, which is so important for sensitive issues. This approach definitely helps create a safer, more open environment.
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Absolutely, I agree. Using Google Forms to collect student feedback on anti-bullying is an effective and thoughtful strategy. It not only highlights areas needing attention but also empowers students by giving them a voice. Regularly running these surveys shows real commitment to improvement and ensures the Bí Cineálta policy stays relevant and grounded. It’s a strong step toward creating a supportive school environment.
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Dylan Wiliam (2014)suggests that formative assessment is most effective when embedded in day-to-day teaching, allowing students to actively engage in their learning and monitor their own progress. He highlights the importance of feedback that guides learners rather than grades. Wiliam also stresses that students should be trained to become reflective learners who can assess their own understanding and set goals for improvement.
Currently, I use a mix of summative and formative assessments but tend to focus more on evaluating outcomes than promoting learning during the process. To improve my Assessment for Learning (AfL) practices, I plan to incorporate more peer and self-assessment strategies, providing structured opportunities for students to reflect on their progress using google forms. For Assessment of Learning (AoL), I will work on aligning summative tasks more closely with learning objectives and ensure feedback is timely and actionable to support future. Here is a google form I will use for market research for a product we will make next September. growth.https://docs.google.com/forms/d/1Mr_SmJfBxIPRFnkO2gZHYs8gGa6ZWVoSPtOuARoHNbE/edit?pli=1
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Completely concur Colm with the importance of real-time feedback for our pupils. The immediacy of our response to our pupils is crucial. Further, learning from ‘corrections’ is, I believe limited, whereas engaging pupils in dialogue through feedback on their work assists with deeper understanding. In many ways what we are doing here is feeding forward!
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This is a great example of how assessment can be used to genuinely support learning. I really liked your use of Google Forms to gather student voice—it’s such a powerful way to identify patterns and respond meaningfully. We also used Google Forms to survey staff on wellbeing, and found it incredibly useful for capturing honest feedback and guiding our next steps.
Your plan to combine Forms and Kahoot is a great way to balance structured assessment with interactive engagement. It’s encouraging to see how you’re making assessment part of the learning journey, not just the end point.
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Self-regulated learning empowers individuals to take control of their education by setting goals, monitoring progress, and reflecting on outcomes.
It fosters independence, critical thinking, and adaptability—skills essential for lifelong learning and success.
By actively engaging in the learning process, students become more motivated, focused, and effective in achieving their targets.I currently use the ‘2 stars and a wish’ approach in my class for handwriting and find it an effective way of helping young children to recognise their successes and identify areas in which they can improve.
Below is a Google Forms survey which I intend to use in September to gain an insight into the likes and dislikes of the children in my new class. Each year I spend the first morning chatting individually with the children to determine their likes/dislikes/ fears/ strengths and worries etc it’ll be nice to try an alternative to the pen and paper and should help with analysing the information.
https://docs.google.com/forms/d/1EWduL3BNwT6dw0amfsY6eKj-_fhDdYpxQGt0pObeZtI/edit
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Great idea using a Google Form to get to know your new class – such a practical alternative to the usual pen and paper. I think I’ll give it a go too. Might even use it as a monthly check-in to keep an eye on how peer relationships are going and to get a sense of how everyone’s feeling. It’s a simple way to gather useful info and could really help with building a positive classroom environment early on.
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Thanks for sharing, Niamh! I really like your use of the ‘2 stars and a wish’ approach—it’s such a simple yet powerful way to support self-regulated learning. Your idea of using Google Forms to gather insights about your new class sounds great, especially as a way to save time and make analysis easier. Looking forward to trying similar strategies in my own practice!
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This is a great idea. I like how you’re linking self-regulated learning with a simple AfL strategy like Two Stars and a Wish, which really helps children reflect on both strengths and areas to improve. Moving your “getting to know you” activity onto Google Forms is also very effective — it saves time, makes analysis easier, and gives pupils a chance to share honestly in a format they may find more comfortable. It’s a smart way to gather useful insights while also engaging the class with technology from the very first day.
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We use morphology for the teaching and learning of spelling and this is the area I chose to use Google Form for assessment. This form would be used for assessment of learning to ensure the pupils have understood this specific lesson. They will have to fill in the blanks with words they will have used in the lesson, linking meaning to the spelling. It is a spelling assessment. Their progress of the pupils can be easily tracked.
A similar quiz can now be easily created with the next lesson. Pupils progress can be tracked and a large bank of words will be built up. Not only how to spell the words but also how to add meaning and use the words in meaningful sentences.
These grades can be then compiled on the google slide grade page. Comprehensive data can also be built on individual students and their progress in spelling. Children that need additional help would be easily spotted and supported.
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You’ve given me a good idea for practising use of vocabulary. Google Forms could be used to create sentences with a blank that would need to be filled with one of four possible words. As new vocabulary is learned, new questions/sentences could be added to the form. Sometimes, as the word wall starts getting too cluttered, it’s necessary to take down some of the older words but there’s always the danger of “out of sight, out of mind”. I like the idea of adding them into Google Forms to keep them relevant. This could be used as a mini lesson or an Early Finisher Task.
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https://forms.gle/GYtoNoytN5UEmJPr6
I created this form for gathering information on pupils in a severe or profound classroom setting.
The information could be used as a very simple communication passport for pupils. I could also use this information for completing their care plan.
I have trialled it and can display the information on google sheets. If anyone could help me that would be great. I would like to take all the responses ( for one student) and display in an A4 document.
Formative Assessment, is an approach to assessment that helps improve learning processes. It involves collecting evidence about student learning to adjust instructional strategies. There are three key components, Firstly, evidence collection about student learning. Secondly, using evidence to make decisions about instruction, thirdly focusing on improving learning processes. Formative Assessment can be conducted by teachers, students and peers.
The Five Key Strategies of Formative Assessment discussed are
1. Clarifying and sharing learning intentions2. Engineering effective classroom discussions to gather learning evidence
3. Providing feedback that moves learning forward
4. Activating students as learning resources
5. Making students as owners of their own learning
Self-Regulated Learning SRL is a style of learning where students set the goals for knowledge improvement then choose the strategies that will be used while finally monitoring their learning progress. There are four important principles in assessment that should be embedded in teaching and learning, involve sharing learning goals, help students understand their progress, encourage self assessment
My classroom improvements for AFL and AOL – Assessment Evidence Collection Strategies
Observation-based assessment,Individualised progress tracking
– Sensory response monitoring
Personalised Approach for Each Student
– Individual goal-setting using:– Picture communication systems
– Symbol-based learning intentions
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The form you shared will be great for gathering key information in this way can really support both communication and care planning.
By default Workspace records form input in Sheets more here However, diplaying displaying the information in an A4 document would need to be done in Docs, I would suggest asking Gemini in Workspace, it should be able to help automate the creation of said document. Alternatively, I note a free plugin in the Google Workspace Marketplace, Form to Doc, though I’ve not used it but might be worth checking out and plaese let us know how you get on.
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I create a google forms that I would use with my senior class during the first week back to get to know them better. The quiz focuses on questions to gage the students interests, likes and dislikes. It is an assessment for learning tool to understand what subjects students enjoy etc. I think it is a good means to get to know students and to have a log of their responses in the one place as opposed to gathering 25 worksheets from the students.
I plan to use google forms as an assessment of learning to by creating quizzes at the end of topics. Again, it is an engaging and appealing means of assessment for students, while also being a efficient and effective means for assessing and recording progress for the teacher.
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Hi Eugenia,
Your plan to use Google Forms with your senior class as both an assessment for learning and assessment of learning tool is a great example of how digital tools can enhance teaching and learning.
I particularly like how you’re using the initial quiz to build relationships and gain insights into your pupil interests which will certainly help you hone your approach to improve engagement.
Your plan to follow up with topic-based quizzes is also excellent. Using Forms in this way provides immediate feedback for pupils and a clear record of progress for you as a teacher.
To build on this another possibility would be to use Forms to support student reflection and goal setting. For instance, at the end of a unit of work or term, you could invite students to reflect on what they’ve learned, identify areas they found challenging, and set personal goals for the next stage.
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I like the idea of using Google Forms to get to know our students in September. As a SET teacher (Job Sharing), I love the idea of my colleague having access to it also and not having a huge paper trail. We currently fill in ‘My Thoughts About School’ but I like how Google Forms would allow us to adapt questions for certain students learning needs and get a better picture of each student.
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Wiliam emphasises that assessment becomes formative only when it leads to action. Reflecting on this, teachers should focus on:
Designing assessments that reveal students’ thought processes,
Using feedback to foster independent learning skills,
Ensuring AoL practices feed back into your AfL to create a responsive and supportive learning cycle.
In practice the next Steps to Improve AfL and AoL could be ;
Clarify and communicate learning intentions and success criteria daily.
Use “I can…” statements and model answers.
Let students analyse exemplars to identify quality features.
Design probing questions mid-lesson.
Use MCQs or short diagnostic tasks to decide if re-teaching is required before moving on.
Train students in peer assessment. Scaffold with sentence starters:
“One strength of your work is… One thing you could improve is…”
Integrate structured self-assessment maybe using rubrics.
Before submitting work, students check against success criteria and set a next target
Change from evaluative to descriptive feedback.
Focus on what to do next rather than how well they did.
Use summative assessment (AoL) diagnostically.
Analyse common errors to inform your subsequent teaching plans and intervention groups.
This form is for 3rd class AfL of a lesson on one of the Global goals.
Depending on responses the action taken before AoL could be;
Share results with students to build their reflection habit (e.g. “Yesterday, many of you said you wanted to know more about Goal 6, so today…”). Also to use responses to plan differentiated follow-up activities (videos, group projects, poster creation, role-play, or debates).
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I really like how clearly you’ve set out the link between Wiliam’s ideas and practical classroom steps. The point about assessment only being formative when it leads to action is so important, and your examples (like using “I can…” statements, analysing exemplars, and training pupils in peer/self-assessment) show exactly how to make this real in the classroom. I also agree that shifting feedback from evaluative to descriptive is crucial — it gives pupils direction rather than judgement. Using summative assessment diagnostically is a great reminder too, ensuring AfL and AoL genuinely work together.
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Using Google forms is an effective way of assessing and it also enables us to give children ownership of their learning. Up to now I have used Kahoot/ Blookets that I have mande myself as a form of assessment but I am looking forward to using google forms this year. The advantage I can see is that the responses are very clear and therefore very easy to see where a child needs help or where I as a teacher need to focus more on or explain more efficiently.
I have created a google forms quiz here based on the class novel The Boy in the Striped Pyjamas. Our 6th classes usually study this novel in term 1 in 6th class. I think it would also be a nice activity to do a quiz at the end of each chapter/ at the end of a couple of chapters. I also think it would be a good opportunity for children to make their own quizzes using google forms after they have read a bit of the novel.-
Hi Aine,
Thanks for the detailed outline of how you’re planning to use Google Forms this academic year and for sharing the link The Boy in the Striped Pyjamas quiz, a favourite of mine for many years when teaching 5th and 6th. Using quizzes at the end of each chapter (or indeed every few chapters) is a great way to keep engagement high and check for understanding. Also, getting the your pupil’s to create their own quizzesis a powerful way to give them agency and deepen their comprehension.
One idea to build on this could be to pair the quizzes with a short reflective question using Google Forms’ paragraph response, it might prompt pupils to connect the novel to broader themes like empathy or justice, dovetailing nicely with Development Education themes.
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I have created a questionnaire to be used at the beginning of the school year to establish how children in a class feel about reading and writing. It is important to get children’s voice and using google forms is an easy way to do this.
https://forms.gle/8vf8qdLMQNDwdWpS9
I think it is very beneficial to see a self assessment from the children at the beginning of the year. It is also nice to redo this assessment at the end of the year to compare their thoughts.
I like the idea of the exit ticket system and it is something I see myself using in the coming year. It is an easy way to see who understands and those who may need a little extra support.
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https://forms.gle/x3jTGKmozZXm5PHJ9
Class Level: 3rd Class
Description: This simple assessment will be given in the first two weeks of September to gain an insight into pupils’ literacy attainment after the summer holidays. The quiz focuses on key literacy skills including reading comprehension, vocabulary, grammar, and sentence structure. The results will partially inform differentiated literacy groupings, and guide early interventions, particularly in reading and grammar instruction.
Each question is assigned a point value, and the quiz uses automatic grading features in Google Forms where possible.
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After reading Dylan Wiliam’s Formative Assessment and Self-Regulated Learning, I’ve realised I rely a bit too much on end-of-unit tests (Assessment of Learning). While they show whatfter reading Dylan Wiliam’s Formative Assessment and Self-Regulated Learning, I’ve realised I rely a bit too much on end-of-unit tests (Assessment of Learning). While they show what students know, they don’t always help them grow. Wiliam makes a strong case for using formative assessment (AfL) regularly to help students take more ownership of their learning. It’s about giving feedback that actually helps them improve, not just grades.
In September, I’m planning to use more AfL strategies, like quick quizzes, exit tickets, and student self-reflections. I also want to encourage peer feedback and goal-setting. I’ve created a short Google Form to check students’ reading skills and confidence levels at the start of term. It gives me a snapshot of where they’re at and helps them think about their own learning. I’ll reuse the same form later in the term to show progress and plan next steps.
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Hi Aisling,
You’ve clearly taken onboard Dylan William’s ideas around assessment and SRL and plan taking steps to shift towards more formative, student-centred assessment practices this September.
Incorporating, as mooted, strategies like quick quizzes, exit tickets, and self-reflection should not only increase pupil agency but also help refine your teaching approaches. Also, The use of Google Forms like the one linked below to track reading skills and confidence is a practical way to gather data and measure progress over time.
Another suggestion is to build in regular opportunities for pupils to revisit their goals and reflect on feedback received as this will help reinforce the link between assessment and learning.
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In his paper Formative assessment and self‐regulated learning, Dylan Wiliam (2014) argues that effective formative assessment practices are key to enhancing student achievement. One major takeaway is the emphasis on student involvement in their own learning—not just being assessed, but understanding what quality work looks like and how to improve. Wiliam highlights the importance of providing timely, actionable feedback and encouraging peer and self-assessment, both of which help develop self-regulated learners.
Reflecting on my current practice, I realise that while I use formative checks (e.g., exit tickets or questioning), I often rely too heavily on summative assessments (AoL) for evaluating learning. Going forward, I intend to incorporate more AfL strategies, such as clear learning intentions, success criteria, and peer feedback routines. I will also involve students in goal setting, encouraging them to take more ownership of their progress.
To support this shift, I created a Microsoft Forms quiz for a 3rd/4th class SESE unit on “The Water Cycle.” This form includes a mix of multiple-choice, image-based questions, and short answer sections to assess understanding. I plan to use this at the end of the topic to identify misconceptions and address them before moving forward—making it both an AfL and AoL tool. Forms also provides instant feedback and analytics, allowing me to differentiate follow-up tasks.
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I realise now that I lean too heavily on summative assessments across a number of areas in the curriculum. I can see the limits of these assessments as they do not allow for a child centred approach and do not allow me to make working changes to my teaching of a topic. The summative approach does not leave room for the children to direct their learning, which is integral in an effective learning environment. I plan on using more self and peer assessment (Afl) in order to keep a running tab on the learning that is occurring in the classroom, which will allow me to tweak lessons day on day and to focus on areas certain children me be falling back on and to challenge learners who may find the content quite easy. The use of a google form to ascertain whether or not a child found a topic challenging or not can help me tailor future lessons to their needs. I plan on using a quick and short form after visiting a new topic in maths which I hope will help me deliver more effective differentiated lessons. This form will be general, I will tailor it to be more specific for a specific topic.
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https://docs.google.com/forms/d/1Ns939B77iSTh4aaJF_x7R4zQKuI1J-I9fTIoGyZI9no/edit
In his paper Formative Assessment and Self-Regulated Learning, Dylan Wiliam highlights the importance of formative assessment (AfL) as an active process that empowers learners to understand their learning journey, set goals, and take ownership of progress. He argues that effective formative assessment not only guides teaching but also promotes metacognition and self-regulation in pupils.
Reflecting on my current practice, I recognise the need to make assessment more responsive and student-centred. To support this, I have created a basic Google Form that matches pictures to words in Irish to assess pupils’ vocabulary. This visual format makes it accessible from Junior Infants upwards, supporting early language acquisition in a fun and engaging way. The use of images alongside text supports pupils at different reading levels and caters to visual learners, helping to reinforce word recognition and comprehension.
This Form can be used in the classroom as a quick formative assessment tool (AfL), allowing teachers to identify which vocabulary pupils have grasped and which need further reinforcement. It can be reused at different points in the year to track progress or adapted easily to suit new themes or vocabulary sets (e.g., bia, éadaí, an aimsir).
School-wide, this tool offers consistency in assessment across classes, supports the spiralling of vocabulary, and builds digital literacy. The automatic collation of responses enables teachers to provide timely feedback and adjust instruction accordingly. It also allows pupils to work independently, at their own pace, boosting confidence and ownership of learning. As Gaeilge continues to grow across the curriculum, this type of interactive, digital assessment supports both teaching and learning in an efficient and pupil-friendly way.
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This is a link to a short quiz for senior Infants based on the story Jack and the Beanstalk
Our main aim for our pupils would be to enable them to take control of their own education by setting goals, monitoring progress, and reflecting on outcomes.
This fosters independence, critical thinking, and adaptability—skills essential for lifelong learning and success.
By actively engaging in the learning process, students become more motivated, focused, and effective in achieving their targets.
I would constantly talk about setting goals for the term and then look back and see how we have worked on those goals and sometimes it is important to notice that not all goals are always achieved but that improvements have been made. -
Dylan Wiliam’s 2014 paper “Formative Assessment and Self-Regulated Learning” emphasizes the critical role of formative assessment (AfL) in developing students’ ability to manage their own learning. He argues that AfL is most effective when it supports self-regulated learning through clear learning intentions, success criteria, quality feedback, and student involvement in the assessment process. This shifts the focus from merely measuring learning (Assessment of Learning – AoL) to actively supporting it.
Reflecting on my current assessment practices, I see opportunities to move beyond traditional summative tasks and increase the use of low-stakes, formative strategies. While I do use questioning and self- assessment, I could improve AfL by integrating more peer-assessment, using rubrics co-created with students, and providing more actionable feedback rather than marking alone.
To better support self-regulated learning, I plan to incorporate strategies such as student goal-setting, reflection journals and oral feedback in order to help students become more active and autonomous participants in their learning journey.
To support this shift, I created a questionaire for 5th class Learn Together unit on “Belief Systems.” This form includes a mix of multiple-choice, and short answer sections and scales to assess understanding. I plan to use this at the end of the topic to identify misconceptions and address them before moving forward—making it both an AfL and AoL tool. Forms also provides instant feedback and analytics, allowing me to differentiate follow-up tasks.
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This is an interesting paper presenting many interpretations of approaches to assessment. One of the most stark statements for me is in the opening paragraph, that students do not necessarily learn what they are taught, something, we as facilitators of pupil learning, must remain cognisant of at all times. Black and Wiliam (ibid.), in this paper, emphasise that formative assessment (AfL) is not just a set of tools or tests, but a dynamic, ongoing process that helps students understand where they are in their learning, clarify where they need to go, and support them in working out how to get there. The focus being on the process of improvement; what actions students and teachers can take to move learning forward. Wiliam links this directly to self-regulated learning, where students actively choose strategies to improve understanding (e.g., re-reading, self-quizzing, peer discussion); monitor their own progress; adjust their approaches when something isn’t working; and use feedback as a tool for growth. Black and Wiliam (ibid.) posit that ‘Anyone—teacher, learner or peer—can be the agent of formative assessment’. In my own classroom I engage both AfL and AoL practices. Reflecting on this paper I can see opportunity to further extend the practices of AfL in particular, by helping students develop the skills to take control of their own learning such as understanding success criteria; learning to self-assess and peer-assess accurately, engaging in productive dialogue about learning, and building confidence to make decisions about next steps.
This is a link for 6th class pupils – a version of “What I would like my teacher to know about me” https://docs.google.com/forms/d/e/1FAIpQLSfOgC4Ec6H5wKTMUayStZqihysJgdSM1Dtd8FANjgjqHJxLZg/viewform?usp=dialog
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Link to quiz on Water Cycle for 4th class kids: https://docs.google.com/forms/d/1j27TWTYuYnky9T_MJtp6DbnVN3B1BhfvVDY_RZKJ2Go/edit
At the start of the topic in September, this quiz can be used as a quick, informal Assessment for Learning tool. The instant results will provide a clear picture of what students already know and, more importantly, highlight any misconceptions they may have. This data is invaluable to me and allows me to adjust lesson plans on the fly to focus on areas of genuine confusion and avoid spending too much time on concepts the class has already grasped. The immediate data analysis from Forms is a brilliant feature for this.
Later in the unit, a modified version of this quiz can serve as a formal Assessment of Learning. This provides a summative score and helps in reporting on overall student achievement. By comparing the initial AfL results to the final AoL, you can clearly demonstrate the learning that has occurred. Additionally, the feedback feature in Forms allows for targeted, written comments for each student, which is key to providing feedback that truly moves learning forward. It’s a simple yet powerful way to make assessment a meaningful part of the learning journey.
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In Formative Assessment and Self-Regulated Learning (Dylan Wiliam, 2014), Wiliam explains that assessment should not just measure what pupils know, but help them learn better. He says good formative assessment makes learning goals clear, checks understanding often, gives feedback that helps pupils improve, encourages them to learn from each other, and helps them take charge of their own learning.
In my classroom, I use questioning, homework checks, and tests to see how pupils are doing. I give feedback, but in reflection sometimes it is more about what is right or wrong rather than what to do next. I don’t use peer or self-assessment as much as I could, so pupils don’t always reflect on their own work.
To improve AfL, I could agree success criteria with pupils, use quick checks like mini whiteboards, and give feedback that explains the next step. For AoL, I can use test results to plan future lessons. I also like “two stars and a wish” for peer feedback or traffic light cards for self-assessment.
Below I’m attaching a survey we made to assess the students usage of water and water awareness as part of the Green Flag campaign. https://docs.google.com/forms/d/1MTRh-JRlr7vXaWcmzXe6L4OmhnuAF364evbbbsLw0iQ/edit
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Hi Alex,
Thanks for sharing your Google Form. Unfortunately, I wasn’t able to access it which is most likely due to permissions but from your description, it sounds like a good practical example of how Forms can be used for assessment, specifically to capture pupils’ water usage and broader awareness. I’ve always been an admirer of an Taisce’s Green-Schools initiative, as it promotes sustainability in such a practical way while fostering pupil agency and leadership skills.
More broadly, you’ve highlighted some great strategies for strengthening AfL, such as clarifying success criteria and providing feedback that supports next steps. As you mentioned, introducing peer and self-assessment could further enhance agency and reflection. I also agree that Two Stars and a Wish is a great template for peer feedback that works equally well for teacher–pupil feedback.
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The research emphasises that formative assessment which involves gathering evidence of pupil learning during instruction and self regulated learning allows learners to monitor and take ownership of their own learning and progress which is important for effective learning. In reviewing my current assessments, I often use end of lesson quizzes and worksheets (Assessment of Learning, AoL) to measure what the children have grasped. Formative Assessment for Learning (AfL) is also used in the form of verbal questioning, and peer discussions but I now see opportunities to make it more benefical and pupil friendly. In the future, I plan to use more frequent checks for understanding into lessons like mini-whiteboard responses, thumbs up or down, traffic lights, or collaborative think-pair-share. Each activity will explicitly prompt students to reflect: “What do I understand well? What do I find difficult? What can I improve on? I also intend to enhance self-regulation by providing pupils with a clear learning progression rubric. After activities, they will self-assess and set their own goals. Introducing peer feedback sessions will reinforce learning ownership and hopefully motivate pupils more.
From the form I created below for 3rd Class pupils I hope to discover what pupils favourite pastimes are and with the pupils we can get an understanding of how they utilise their free time.
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As I will be job sharing this year, I want to ensure that I can connect with each student as quickly and meaningfully as possible, even with less face-to-face time. To help with this, I’ll be using a Google Forms survey at the start of September to get to know my students on a deeper level from day one.
The survey will ask students about their interests, hobbies, and what they enjoy doing outside of school. It will also include questions about their dislikes, subjects or activities they find challenging, and areas in school where they feel most confident. This insight will help me better understand how to support them individually in the classroom and tailor lessons to engage them more effectively.
By using Google Forms, I can quickly collect and review student responses in one place, making it easy to spot trends and individual needs. This approach will also allow me to adapt my teaching to suit different learning styles and build positive relationships with students early on, despite the shared teaching schedule. The form will be used to guide initial interactions, classroom planning, and to help create a more supportive and inclusive learning environment from the very beginning of the school year.
https://docs.google.com/forms/d/1c69wQVANTI0_8hVkLfeBBdyIKmGKxHmijgoneoJfClk/edit
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After completing the reading it is clear that Dylan Wiliam (2014) argues that formative assessment works best when it is put into everyday classroom practice, giving pupils regular opportunities to take an active role in their learning and track their own progress. He emphasises that feedback should support improvement and provide direction, rather than simply awarding marks. Wiliam also underlines the need to help students develop the skills of reflection so they can evaluate their own understanding and set meaningful targets for growth.
I can certainly improve my assessment methods for ‘assessment for learning and ‘assessment of learning’. Giving children targets throughout a piece of work instead of just a set goals at the end will give the opportunity to self assess independently or in pairs while working.
Below is a quiz I have created that can be used during or after the novel to assess understanding.
Under the Hawthorn Tree – Google Forms
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Over recent years, I’ve included an increasing about of formative assessment in my classroom practices. Every child is different and every group is different, If we don’t assess in order to plan, we can’t target teaching and learning activies. AfL involves collecting evidence about student learning to inform instructional strategies. There are three key components; evidence collection about student learning; using evidence to make decisions about instruction; and focusing on improving learning processes. Formative Assessment can be conducted by teachers, students and peers.
I’ll be working as an EAL teacher from September. I made a simple multi-choice quiz based on simple vocabulary. This was my first experience making a Google forms quiz so while it’s simplistic, I’m happy with the result. Being able to include pictures and having the choice to weight the questions is great.
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In this paper, Dylan Wiliam argues that formative assessment (AfL) is central to effective teaching and learning because it actively involves pupils in monitoring their own progress. Rather than just testing recall (AoL), formative assessment encourages feedback that is actionable, dialogue-based, and focused on moving learning forward. Wiliam highlights the importance of sharing clear success criteria, peer and self-assessment, and developing learners’ capacity to reflect critically on their own progress.
Looking at my own classroom, I use end-of-unit tests (AoL) effectively but realise I need to strengthen AfL strategies — such as peer feedback, structured reflection, and opportunities for pupils to co-construct success criteria. Next year I aim to integrate exit tickets, digital quizzes, and structured peer-assessment routines more consistently.
https://docs.google.com/forms/d/e/1FAIpQLSeVBjYJcWI5Hp48oe2Jmp6yh_KUphKpWoLPQLhkgUtAmOhvDQ/viewform?usp=dialog
This Google Form will be used in September as a baseline assessment to identify pupils’ starting points in English and Maths. It combines multiple-choice, short-answer, and rating-scale questions. For example, students will complete a short comprehension, basic numeracy questions, and reflect on how confident they feel about specific skills. The form automatically collects responses into a Google Sheet, which allows me to spot class trends and individual needs quickly.From an AfL perspective, I will use the results to adapt my early teaching, grouping pupils strategically and targeting gaps straight away. Pupils will also be shown how their responses link to learning intentions, supporting them in becoming more reflective learners. From an AoL perspective, the form provides a record of starting data that I can revisit later in the term to evidence progress. I plan to use Google Forms regularly for check-ins, quizzes, and exit tickets, helping to embed ongoing feedback into everyday practice while also supporting self-regulated learning.
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I really like how the last few questions in your form focused on the child looking at how they can be helped by the teacher and how they felt about learning. Asking the child how they can be helped really helps build the relationship between the child and the teacher and allows the child to view the teacher as an instrument of support rather than someone that gives orders. If we want to support a child to learn, we must first understand how they feel. If we can change how they feel, they can begin to change their story, thus allowing them to learn. Really enjoyed those questions.
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Find attached a link for a Google Form with assessment questions to test 4th and 5th class children on the comprehension strategy of Prediction. I have structure them in different formats multiple choice, short answer and paragraph. These questions give a mix of knowledge-based, application and reflection questions.
I’ve also put together a sample passage broken into checkpoints with prediction questions at each stage. This structure lets students pause, think and revise predictions as they get more clues. Exactly how prediction works in real reading.
For me Dylan Wiliam’s paper explains how formative assessment helps teachers and students guide learning. Assessment is useful only when the information is used to change teaching and improve learning. Three ways this can happen is before lessons (planning what to teach), during lessons (checking understanding and adjusting in the moment) and after lessons (reflecting and changing future teaching). The strategies he highlighted that I noted included clear goals, good feedback and involving students in assessing themselves and each other. Wiliam also links assessment to self-regulated learning, where students take charge of their own progress.
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https://forms.gle/wQDdME2EuVYsMX426
After reviewing Formative Assessment and Self-Regulated Learning (Dylan Wiliam, 2014), I’ve reflected on how I currently assess pupils and how I can improve both Assessment for Learning and Assessment of Learning in my classroom. Wiliam’s emphasis on feedback, student ownership, and ongoing assessment has encouraged me to make my assessments more interactive and reflective.
In September, I plan to use Google Forms to create short, topic-based assessments that allow pupils to demonstrate understanding while also reflecting on their learning. For example, I’ve created a Vikings History Assessment for 4th class that includes multiple choice and short answer questions. This format supports AfL by identifying misconceptions early and AoL by capturing summative understanding.
Forms also allow me to track responses, provide instant feedback, and adjust teaching based on pupil needs. It’s a simple yet powerful tool to support both learning and our School Self-Evaluation (SSE) process. -
https://docs.google.com/forms/d/118Yj06TBOtJUFqpsC5GhLz7jE4fNLObLbJsiStsmgpM/edit
After reading D. Wiliam’s paper, it’s obvious it is so important to use assessment as a tool for learning, not just of learning.
This piece encouraged me to reflect on my own teacher practises, children must be encouraged to take ownership of their own progress and become reflective so they learn from their mistakes. Feedback is instant and so, relevant as a result.
Recently, we completed a survey using Google Forms to gather information from all stakeholders re wellbeing in our school. This allowed us to gather information which will inform our Bí Cinealta policy and allows us to identify areas for improvement or even identify areas we are working well in.
Looking ahead, I plan to use Google Forms more frequently for short check ins with my class. As stated previously, feedback is instant. Kahoot and Blooket will also be used as fun, easy to use interactive tools in the classroom. All of these should provide me with an overview of where students are at which will make assessment an integral part of school life.
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From reading the document ‘formative assessment and self regulated learning’ it is clear that how we assess children is changing. Assessment now is so much more than the formative test but listening to the child and involving them in the process.
Children have much to gain from peer feedback and this helps with self regulation which can improve learning outcomes. William and black also stress that children can gain much by assessing themselves and that it can help them plan for the next step in their learning journey. One point that I feel is very important is that the assessment is only useful if the results are used in a proper way to bring on the child.
When kids have ownership in the process they can be motivated to achieve to a higher level. This empowerment is something we all need to try and harness.I have taught first class the past academic year. I am including a link to a quiz on adjectives as they covered this a lot!
Please see the link below
https://docs.google.com/forms/d/e/1FAIpQLSfrlJirhFb9v7wAV368Hh9p84TvdqCMilW6X9iUEyHI_a9-yg/viewform?usp=header -
The idea of ‘Formative assessment and self- regulated learning’ provides students with the information and tools they need to manage their own learning. Dylan William’s explains how they both connect, with teacher’s checking learning while it’s happening and students taking charge of their own learning. Formative assessment encourages students to become more independent and motivated learners when done correctly. I love the tools like Google Forms for giving this instant feedback to students.
The Google forms quiz I created was a short literacy quiz assessing a second class group in the area of Vocabulary. (Link above) I felt it was a useful way to ease the children back into learning after the Summer. By keeping it short, I hope it will be more fun than overwhelming starting into the new school year. I am looking forward to using forms this academic year linking digital tools to blend assessment with learning. Also, having our assessment tools and records so easily accessible will really help the collaboration with my jobshare colleague.
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Hi Orla,
Thank you for your comments and for sharing your Forms quiz with us. This is a perfect example of a quick and easy to complete assessment. If this assessment was distributed through Google Classroom, the grades would automatically import and you could get an insight into individual performances and compare this to class averages, etc. For classes without Google accounts, question 1 could be a drop down menu where they select their own name to enable you to keep track of how each child is doing.
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