ABSTRACT
Authors look at ways to create tasks that reveal student thinking and then consider how students can get feedback that will improve not just their performance on that task but their understanding of the subject more generally. Often the goals used to track progress in lessons are examination questions. So, if we want to see if students have understood a concept, we may give them an examination question at the end of the lesson to answer. There is certainly value in getting students to practice questions that in turn allow them to become familiar with the idiosyncrasies of awarding bodies, made clear through studying mark schemes and examiner reports. Whilst teacher questioning is a useful assessment tool, it often involves only a few students. The authors overcome this problem by structuring discussions so that all students have time to discuss their ideas.
