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sh secondary school classrooms. I will be reviewing existing literature concerning both the implementation of formative methods and their success in the classroom. I have focused my efforts around the pioneering work done by Professor Dylan William who is Emeritus Professor of Educational Assessment at the Institute of Education, University of London. He has spent the last 25 years conducting research focused on the use of formative assessment to support pupils learning in the classroom.

Part two of the paper then looks in depth at a small scale study that I conducted on the use teachers make of questioning pupils during the course of a lesson.. The study was conducted at two different county schools in Leicestershire ,one in a rural village and the other on the outskirts of Leicester. City . The questionnaires were completed anonymously so that the teachers could comment on the success or otherwise of their own classroom practice. The questionnaire was circulated to all teachers of mathematics in each school. The questionnaire was also circulated to other departments with the initial intent of producing a comparison across disciplines. Unfortunately there was insufficient data for any meaningful inter-departmental comparisons and the data from this part of the study has not been included in this paper The data was collated and then analysed with the aim of assessing if classroom practice matched the prevailing views of the literature.

Part One: Theoretical Background

Over the last thirteen years Paul Black and Dylan William have been working to promote their ideas on formative assessment within the classroom. They began with an article (Black & William, 1998) entitled “Inside the Black Box” where the black box of the title was a classroom, the article dealing with the goings on in the classroom. They argued that while legislation requires certain inputs (curriculum) and society expects certain outputs (better exam grades and more knowledgeable pupils ) it is impossible to actually bring this about without studying what happens in-between the two. Their analysis of the work from the previous decade found meaningful gains for students from the use of formative assessment. The also found that these changes in classroom practice were most helpful to low-achievers。

In 1999 the King's-Medway Oxfordshire Formative Assessment Project (KMOFAP) was formed. It initially involved 24 mathematics and science teachers across six schools in southern England (Black et al, 2004). At the beginning of the project these teachers produced their own action plans detailing where they wanted to target their own formative improvements. Over the next five years visits occurred at least once every half-term and were used to build up a body of quantitative data based on lesson observations and interviews with teachers. The project was extended to cover English teachers in the second year.

At the end of the project the data was analysed and it was found that there were four key areas for improving classroom practice. These were:

(a) Questioning

(b) Feedback through marking

(c) Peer-assessment and self-assessment by students

(d) Formative use of summative tests

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