Hinge Questions

CPD: The CRAFT of Assessment (by Michael Chiles), topic 3.3.1

To Move On or Not?

Once you have checked for understanding through the pupil’s responses, you can then decide on whether there is a need to re-teach to dispel any misconceptions or move on in the learning sequence.

Test yourself on Hinge Questions

Where are the 'hinge points' in a learning sequence?
What kind of 'wrong' answers should teachers design for hinge questions?
Which of these is a BAD 'wrong' answer to the following question?

Q: In what year was Shakespeare born?
Why is asking students to raise their hand to answer hinge questions a bad indicator of who knows what?

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CPD: The CRAFT of Assessment (by Michael Chiles) contents

1 ‘C’ - How Can Knowledge be Effectively Condensed?
- 1.1 'C' - Condense
  1.1.1 The Basics of Condensing Knowledge
- 1.2 Strategies for Condensing
  1.2.1 Condensing the PowerPoint
  1.2.2 The Four Cogs to Expert Explanations
  1.2.3 Cornell Notes
2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  2.1.1 Semantic & Episodic Memory
  2.1.2 The Importance of Spacing Learning
- 2.2 Timings for Reviewing Previously Learnt Material
  2.2.1 How Long and How Often to Review Material
- 2.3 Strategies for Generating Reflective Learners
  2.3.1 BUG Twist
  2.3.2 Low-Stake Spaced Quizzing
3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  3.1.1 The Problem of Assessing 'On' or 'Off' Track
  3.1.2 Summative vs Formative Evaluation
- 3.2 Determining Whether Learning has Taken Place
  3.2.1 Proxies for Learning
- 3.3 Strategies for Assessing Student Learning
  3.3.1 Hinge Questions
  3.3.2 Exit Tickets
4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  4.1.1 Creating an Effective Feedback Culture
  4.1.2 Effectiveness of Feedback
- 4.2 Grades
  4.2.1 Research on Giving Grades as Feedback
- 4.3 Strategies for Providing Feedback
  4.3.1 The Language of Feedback
  4.3.2 'In the Moment' Feedback