Anglophone group

I’ve been thinking a lot about assessment, specifically what actually helps students understand where they stand as learners.

One practice that keeps coming back to me is inviting students to predict the grade they expect to earn.

At first glance, it can feel uncomfortable. We worry about over-confidence, under-confidence, or students just “playing the game”. But research (including John Hattie’s syntheses) suggests something interesting: many students already have a fairly accurate sense of their understanding. When we make that thinking visible, they stop being passive recipients of grades and start becoming partners in the learning process.

What I find most compelling is the shift in the conversation:

From “What grade will I get?” to “What do I understand right now, and what would move my learning forward?”

This doesn’t replace our judgement. It supports it. It strengthens metacognition, clarifies goals, and builds ownership, especially when criteria are explicit.

One of the things I really love about formative assessment is how it helps us respond to our students in the moment, not after the fact. It gives us a window into what they understand (and what they don’t yet), so we can adjust, support, and include everyone in the learning journey.

Simple strategies like exit tickets, think-pair-share, or quick quizzes can make such a big difference. They uncover misconceptions, spark reflection, and create space for student voice. Over time, they help build stronger teacher–student relationships and classrooms that truly listen to learners.

1. Understanding Check

• Prompt: “What’s one thing you learned today about [topic]?”

• Prompt: “What’s still unclear or confusing?”

• Purpose: Identifies misconceptions and guides next-day instruction.

This cartoon might be familiar—but its message remains urgent.

It challenges us to rethink what we call “fairness” in education.

• Is giving everyone the same test truly fair when learners are so different?

• Or is fairness about recognizing individual strengths and creating space for every student to succeed?

“If you judge a fish by its ability to climb a tree…” — how often do we unknowingly do just that?

Feedback is one of the most powerful tools we have as teachers. It helps students grow, reflect, and move forward in their learning. But its impact depends on how we use it.

What do you think? Is feedback mainly for:

a) Correcting mistakes

b) Fostering collaboration

c) Replacing assessments

d) Evaluating grades?