CPD · Teaching

Evaluating learning with short checks

Quick, fair checks during a lesson that tell you what to do next.

about this course

What you will be able to do

L4 PractitionerAbout 3 hours (180 minutes) of CPDSelf-study plus role-playTeaching

Quick, fair checks during a lesson that tell you what to do next.

Select a check type, given a lesson goal, matching the verb in the goal.
Construct five questions, given a topic, with one correct answer each and no trick wording.
Interpret results, given a class result table, naming two learners or topics needing support.
Plan the next step, given the results, with a clear action for the next lesson.

Task, condition and standard

Task

Choose and build short checks during a lesson, read class results to find the weakest topics and plan a re-teach and re-check

Condition

Given a lesson goal, a topic and class result tables, in a 3-hour practical session

Standard

Select a check type that matches the lesson verb, write five clear questions, rank the weakest topics from a table and plan a re-teach with a re-check within a week

These courses teach process, communication and recording. They give no clinical, legal, tax, financial or engineering sign-off. A named subject expert must review every line, and you must check your own professional body's current CPD rules, before you rely on a certificate.

sessions

8 modules

Module 1 Why short checks 15 min

Short checks show what to do next.
Use them often, such as once per part of the lesson.
They are for teaching, not for ranking learners.

Worked example. A 3-question exit slip takes 3 minutes. One slip per lesson, 5 lessons a week, gives 15 data points a week for 1 class.

Practise: Practise with a case card or template for "why short checks": select a check type, given a lesson goal, matching the verb in the goal.

Standard to meet. Explain why short checks during a lesson tell you what to do next, and describe how often to use them.

Module 2 Choosing a check type 25 min

Match the check to the verb in the goal.
Exit slips, mini whiteboards and hands-up polls differ in speed.
Pick the quickest check that shows the verb.

Worked example. Goal verb: "calculate" so use mini whiteboards, 5 items, 4 minutes. Goal verb: "list" so use a hands-up poll, 1 minute.

Practise: Practise with a case card or template for "choosing a check type": construct five questions, given a topic, with one correct answer each and no trick wording.

Standard to meet. Select a check type, such as an exit slip, mini whiteboards or a hands-up poll, that matches the verb in the lesson goal.

Module 3 Reading results quickly 20 min

Find the lowest percentage first.
Name the two weakest topics.
Share class patterns, not individual marks.

Worked example. Exit slip: Q1 90 percent, Q2 85, Q3 40. Weakest: Q3 at 40 percent, then Q2 at 85 percent. Class pattern shared; no names.

Practise: Practise with a case card or template for "reading results quickly": interpret results, given a class result table, naming two learners or topics needing support.

Standard to meet. Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.

Module 4 Planning a re-teach 20 min

Re-teach the weakest topic with one new example.
Keep it to about 10 minutes.
Re-check within a week with a few items.

Worked example. Q3 at 40 percent. Plan: 10-minute re-teach with one new example, re-check next lesson with 2 items. Target: 70 percent or more.

Practise: Practise with a case card or template for "planning a re-teach": plan the next step, given the results, with a clear action for the next lesson.

Standard to meet. Plan a short re-teach for the weakest topic with one new example, and set a re-check of a few items within a week.

Module 5 Practice 5 min

Write five clear questions.
One correct answer each.
No trick wording.

Worked example. Topic: fractions. Q1 "What is the lowest common denominator of 1/2 and 1/3?" Answer: 6. Five questions, 5 single answers, 0 trick words.

Practise: Run one full practice round for "evaluating learning with short checks" on a case card or template: work through each outcome in turn (select a check type; construct five questions; interpret results; plan the next step).

Standard to meet. Construct five clear questions for a topic, each with one correct answer and no trick wording.

Module 6 Check 5 min

Read a new table.
Rank the weakest aims and plan the next step.
Record the pattern on a class tracker.

Worked example. Table of 6 aims. Weakest two: aim 4 at 35 percent, aim 6 at 48 percent. Next step: re-teach aim 4 first. Tracker updated.

Practise: Take the end check for "evaluating learning with short checks": show that you can plan the next step, given the results, with a clear action for the next lesson, and meet every outcome standard above.

Standard to meet. Interpret a new result table, rank the weakest aims, plan the next step, and record the pattern on a simple class tracker.

Module 7 Second worked case: the results table 45 min

Use the second table: Q1 95, Q2 60, Q3 55, Q4 90.
Rank the weakest two.
Plan the re-teach.

Worked example. Q1 95, Q2 60, Q3 55, Q4 90. Average = (95+60+55+90) / 4 = 75 percent. Weakest two: Q3 at 55 and Q2 at 60. Re-teach Q3 first.

Practise: Practise with a case card or template for "second worked case: the results table": plan the next step, given the results, with a clear action for the next lesson. Use a new case this time (round 2).

Standard to meet. Rank the weakest two questions from the second table and plan a 10-minute re-teach with a 2-item re-check.

Module 8 Peer check and class tracker 45 min

Swap tables with a partner.
Compare rankings.
Keep a simple class tracker.

Worked example. Tracker with 4 aims and 3 weekly checks: aim 3 moves 55 to 70 to 85 percent. Peer agrees on the 2 weakest aims in 5 of 6 tables.

Practise: Practise with a case card or template for "peer check and class tracker": plan the next step, given the results, with a clear action for the next lesson. Use a new case this time (round 2).

Standard to meet. Compare your ranking with a peer's, resolve any difference and record the pattern on a class tracker over three checks.

practice

Worked example and case cards

Worked example

Exit slip, 3 questions, results table: Q1 90 percent right, Q2 85, Q3 40. Weakest topic = Q3. Plan: 10-minute re-teach with one new example, then re-check next lesson with 2 items.

Case card

a table of results for 6 aims; learners rank the two weakest.

Case card 2

A results table: Q1 95, Q2 60, Q3 55, Q4 90. Learners pick the weakest two and plan the re-teach.

checks

10 check questions with model answers

Name two quick checks.

Model answer: Exit slip, mini whiteboards, hands-up poll. (Covered in module 2: Choosing a check type. To pass that module: Select a check type, such as an exit slip, mini whiteboards or a hands-up poll, that matches the verb in the lesson goal.)

What does a low Q3 tell you?

Model answer: The topic was not understood by many; re-teach. (Covered in module 3: Reading results quickly. To pass that module: Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.)

Why re-check after?

Model answer: To see if the re-teach worked. (Covered in module 4: Planning a re-teach. To pass that module: Plan a short re-teach for the weakest topic with one new example, and set a re-check of a few items within a week.)

Should marks be public?

Model answer: Not individual marks; share class patterns. (Covered in module 3: Reading results quickly. To pass that module: Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.)

One quick check with no equipment.

Model answer: Hands-up or finger votes. (Covered in module 2: Choosing a check type. To pass that module: Select a check type, such as an exit slip, mini whiteboards or a hands-up poll, that matches the verb in the lesson goal.)

What if 100 percent get it right?

Model answer: Move on or extend. (Covered in module 3: Reading results quickly. To pass that module: Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.)

Why avoid reading out marks?

Model answer: Protects dignity. (Covered in module 3: Reading results quickly. To pass that module: Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.)

How soon re-check?

Model answer: Within a week. (Covered in module 4: Planning a re-teach. To pass that module: Plan a short re-teach for the weakest topic with one new example, and set a re-check of a few items within a week.)

Where to record patterns?

Model answer: A simple class tracker. (Covered in module 8: Peer check and class tracker. To pass that module: Compare your ranking with a peer's, resolve any difference and record the pattern on a class tracker over three checks.)

What do you do if every learner gets 100 percent on a short check?

Model answer: Move on to the next goal or add an extension task, because the class has shown the outcome is met. (Covered in module 3: Reading results quickly. To pass that module: Interpret a class result table quickly, naming the two weakest topics, and share class patterns rather than individual marks.)

glossary

Words used in this course

formative check, exit slip, pattern, re-teach, tracker.

marking

How the practice and assessment are marked

Level	Meaning	Marks of 4
Secure	Meets the standard in the outcome every time, no prompts	4
Meeting	Meets the standard with one small slip, corrected when prompted	3
Developing	Meets part of the standard; needs a re-attempt	2
Not yet	Standard not met	1

Pass = average 3 or more, and no outcome at 1. You may re-attempt after feedback. The subject expert sets any stricter pass mark.

where next

Ladder L1 to L7, slide by slide with notes

Slide 1: L1 Basic: What a short check is. Speaker note: A short check is a quick task during a lesson, such as an exit slip. The learner can name two quick checks and say why teachers use them.
Slide 2: L2 Awareness: Checks tell you what to do next. Speaker note: The learner understands that results guide teaching, not just marks. A low result on one question tells the teacher what to re-teach. They see that a result of 40 percent on one question is a signal about the lesson, not about the learners.
Slide 3: L3 Foundation: Make a simple check. Speaker note: The learner can write a small set of clear questions and run a hands-up poll or mini whiteboard check with support from a template. They practise using a five-question template and a simple tally sheet to record the results.
Slide 4: L4 Practitioner: Check, read, re-teach. Speaker note: This course sits here. The learner selects a check type, writes five clear questions, ranks the weakest topics from a table and plans a re-teach with a re-check within a week.
Slide 5: L5 Specialist: Deeper analysis. Speaker note: The specialist looks at results by question and by group, separates a weak question from a weak topic, and chooses the most efficient re-teach. They also test whether a weak question was badly worded before deciding to re-teach the whole topic.
Slide 6: L6 Advanced: Coach and compare. Speaker note: The advanced practitioner helps colleagues build shared check banks, compares patterns across classes and coaches on dignity and fair sharing of results. They keep results private by showing only class patterns and agree one tracker format with the team.
Slide 7: L7 Super expert: Lead assessment practice. Speaker note: The super expert designs a department-wide approach to formative checks, trackers and re-check timing, and measures whether re-teaching raises results.

This course sits at L4 Practitioner. Credits stack; aligned with, not accredited by, any framework.

jobs this leads to

Where this takes you

Teacher
Teaching assistant
Tutor
Head of department
Trainee teacher

assessment and certificate

How you are checked

Each outcome is checked against its standard with a checklist or a short test. A digital CPD record shows the hours. Keep evidence in My page. Aligned with common CPD practice; not accredited. Learners check their own body's rules.

ten locations and global

Your place

Use your own body's forms, units and currency. Local professional bodies set the rules for CPD hours; check them first.

India (Bengaluru)

Language: English, Hindi, Kannada. Personal data: Digital Personal Data Protection Act 2023. Credit and levels: National Skills Qualifications Framework (NSQF) and the national credit framework.

Netherlands (Eindhoven area)

Language: Dutch, English. Personal data: EU GDPR (Dutch: AVG), supervised by the Autoriteit Persoonsgegevens. Credit and levels: the Dutch qualification framework (NLQF) linked to the European Qualifications Framework.

UAE (Dubai and Abu Dhabi)

Language: Arabic, English. Personal data: Federal Decree-Law No. 45 of 2021 (personal data protection). Credit and levels: the emirate education and training regulators (for example KHDA in Dubai) and the national qualifications framework.

Brazil (Sao Paulo)

Language: Portuguese (Spanish and English support). Personal data: LGPD (Lei Geral de Protecao de Dados). Credit and levels: the national technical-education catalogue and the national S-system training bodies.

Canada (Toronto)

Language: English, French. Personal data: PIPEDA, with provincial rules where they apply. Credit and levels: the provincial colleges framework and the national credential-recognition guidance.

United States

Language: English, Spanish. Personal data: state privacy laws (for example California), and COPPA for children under 13. Credit and levels: state and community-college credit systems.

Singapore

Language: English, Mandarin, Malay, Tamil. Personal data: Personal Data Protection Act (PDPA). Credit and levels: the Singapore national skills frameworks and the national credit system.

Australia

Language: English. Personal data: the Privacy Act 1988 and the Australian Privacy Principles. Credit and levels: the Australian Qualifications Framework (AQF) levels.

Hong Kong (Eastern Asia)

Language: Chinese (Cantonese, Mandarin), English. Personal data: the Personal Data (Privacy) Ordinance. Credit and levels: the Hong Kong Qualifications Framework.

Georgia and Israel (Western Asia)

Language: Georgian, Hebrew, Arabic, English. Personal data: the personal data law of the country where the learner lives. Credit and levels: the national qualifications framework of that country.

Cayman Islands (Caribbean)

Language: English. Personal data: the Data Protection Act. Credit and levels: the local education and training framework.

Mexico

Language: Spanish, English. Personal data: the federal law on personal data held by private parties. Credit and levels: the national competency certification system and the education ministry levels.

Draft

Draft CPD course. It opens only after final checks. No fee is shown.

All CPD courses