Path 98 · The feedback loop · Beginner
Use the answer to choose the next teaching move.
A guided, practical route through formative assessment.
What you will be able to do
Design an exit ticket, interpret synthetic responses and plan targeted feedback with a follow-up check.
Plan about 9h 18m in total. Reading and practice are editorial estimates; video runtimes come from public provider metadata. Your pace will vary.
Before you begin
Check your starting point
What you need
Basic teaching concepts and percentages. No student data or learning platform is required.
The selected public provider lessons are free to view. The original case can be completed with paper, a text editor or freely available local tools. Paid exams, certificates, subscriptions and optional provider software are not required for this project.
Completing this WikiFree path does not award a provider certificate. Any provider assessment, account requirement or credential must be checked separately on its official page.
Three readiness questions
What makes assessment formative?
Its evidence is used to adjust teaching or learning.
Can a correct choice hide weak reasoning?
Yes. Ask for an explanation.
Should synthetic answers be described as real student results?
No.
Use a workable pace
At 5 hours per week, allow about 2 weeks. Start with Stage 1, continue in order and reserve 2h for the capstone. If a gate fails, use its repair step before advancing. At another weekly budget, divide 558 estimated minutes by your available weekly minutes and round up.
Keep a small evidence folder. A checked box means you reviewed your output; it is not a certificate or proof that a provider lesson was watched.
The working case
Evidence chooses the next step
A fictional lesson teaches the difference between percentage points and relative percent change. An exit ticket asks what happened when a rate rose from 20% to 30%. Five synthetic responses include two fully correct answers, two saying 10% relative increase and one giving only 50% without explaining the point change.
| Response | Answer | Diagnostic category |
|---|---|---|
| A | 10 points and 50% relative | complete |
| B | 10% relative | denominator confusion |
| C | 10 points and 50% relative | complete |
| D | 50% only | incomplete explanation |
| E | 10% relative | denominator confusion |
The table and explanations preserve the essential case information when the diagram is unavailable.
Your route
Five outputs, then a final handoff
- 01Align the evidence with the objectiveExit-ticket design
About 2h 1m including assigned learning and practice. - 02Create a diagnostic codebookResponse codebook
About 2h 18m including assigned learning and practice. - 03Choose targeted feedbackFeedback plan
About 1h 5m including assigned learning and practice. - 04Design a follow-up checkFollow-up assessment
About 1h including assigned learning and practice. - 05Document the instructional decisionAssessment-to-action record
About 55m including assigned learning and practice. - FINALCapstone reviewCombine the evidence into one inspectable handoff.
About 2h .
0 of 6 outputs checked. JavaScript adds browser-only progress saving.
The complete lesson and all downloads remain available. Use the printable project workbook to track your progress.
Use the minimum useful source material
The courses behind this route
Cambridge English
Assessment for Learning: Free Teaching Course
The existing Cambridge assessment-for-learning webinars cover principles, techniques and instruments for using evidence to guide instruction.
Selected material only; this path does not claim completion of the entire provider course.
Course publication and selected public lesson metadata were checked on 13 October 2026. This is not a claim of full video playback, provider-course completion or permanent availability. Recheck the linked source if a lesson changes.
Learn, make, inspect
The five-stage workshop
Align the evidence with the objective
Video 1h 1m · reading budget 0m · original practice about 1h .
An assessment should reveal the skill the lesson intends to build. If the objective includes explaining a denominator, a final number alone is insufficient evidence. State the success criterion and decide how the response will guide the next teaching step. The exercise uses synthetic responses only.
Watch these selected lessons
Do the work
Write the objective and a two-part exit ticket.
Save this output
Exit-ticket design
Pass the review gate
The ticket asks for both point change and relative change with reasoning.
If you need another attempt
Add an explanation prompt when a number alone could be guessed.
Create a diagnostic codebook
Video 1h 2m · reading budget 0m · original practice about 1h 15m.
A codebook connects response patterns with possible learning needs. Do not infer a learner’s motivation or ability from one answer. Use cautious labels such as denominator confusion and incomplete explanation. Define what evidence would distinguish a slip from a conceptual misunderstanding.
Watch these selected lessons
Do the work
Code all five responses and write a rule for each category.
Save this output
Response codebook
Pass the review gate
The counts are 2 complete, 2 denominator-confused and 1 incomplete.
If you need another attempt
Describe the answer pattern rather than labeling the learner.
Choose targeted feedback
Video 0m · reading budget 0m · original practice about 1h 5m.
Feedback should address the specific gap and lead to another attempt. For denominator confusion, show the two different calculations and ask the learner to name the baseline. For an incomplete answer, prompt the missing comparison rather than reteaching every concept. Keep the response proportionate to the evidence.
Original application stage. Use your preceding outputs and the supplied case; there is no additional required provider lesson.
Do the work
Write feedback for each non-complete category.
Save this output
Feedback plan
Pass the review gate
Each message includes a next action linked to the observed gap.
If you need another attempt
Replace good effort with a useful prompt or explanation.
Design a follow-up check
Video 0m · reading budget 0m · original practice about 1h .
A follow-up should use new numbers while testing the same distinction. Repeating the exact item may measure recall of feedback rather than understanding. Plan how the new evidence will change the teaching decision. This path does not invent a post-feedback improvement rate.
Original application stage. Use your preceding outputs and the supplied case; there is no additional required provider lesson.
Do the work
Create a 40% to 50% follow-up item and its explanation.
Save this output
Follow-up assessment
Pass the review gate
The answer is 10 percentage points and 25% relative increase.
If you need another attempt
Change the baseline while preserving the concept being assessed.
Document the instructional decision
Video 0m · reading budget 0m · original practice about 55m.
A formative record connects evidence, feedback and the next lesson move. State which learners would receive a brief group explanation and which need a focused prompt, without pretending the synthetic group is a real class. Keep the decision revisable when new evidence appears.
Original application stage. Use your preceding outputs and the supplied case; there is no additional required provider lesson.
Do the work
Write a one-page teaching response and review template.
Save this output
Assessment-to-action record
Pass the review gate
The record does not claim learning gains without a follow-up result.
If you need another attempt
Leave post-feedback outcomes pending until observed.
Make the result inspectable
Your final project
Deliver the objective, exit ticket, codebook, synthetic response analysis, targeted feedback and follow-up item. Explain what new evidence would cause you to change the next lesson.
The ZIP includes synthetic input data, a project workbook, worked reference, evidence log, scoring rubric and case-specific materials. Code projects include source and clearly stated local execution requirements.
Use one consistent rubric
| Criterion | Maximum | Evidence |
|---|---|---|
| Evidence and correctness | 30 | Calculations, source use and results match the supplied case; limitations are honest. |
| Required artifacts | 30 | All five stage outputs and the capstone handoff are present and inspectable. |
| Reasoning and decisions | 20 | Choices, assumptions, alternatives and the case-specific critical condition are explained. |
| Reproducibility | 10 | A reviewer can follow the stated steps and distinguish expected from observed results. |
| Clear communication | 10 | Labels, units, structure and evidence references make the work easy to review. |
Score at least 80/100, supply every required artifact, and satisfy the path-specific critical condition. Rework missing evidence before marking complete.
The critical condition
Response patterns are not treated as fixed learner traits and no unmeasured learning gain is claimed.
Compare with a worked reference
From 20% to 30%, the difference is 10 percentage points and the relative increase is (30−20)/20 = 50%. In the follow-up from 40% to 50%, the point change stays 10 while the relative increase becomes 25%.
Know the boundary
This is an assessment-design exercise, not an administered test or an evaluation of real students.
Questions before you finish
Do I need to finish every source course?
No. This path names selected lessons or reading sections. Complete the full provider course only if it supports your wider goal. The path does not claim equivalence to that course.
How do I know when to advance?
Use the output and review gate in each stage. If evidence is missing or a result conflicts with the case, follow the repair step and retry before advancing.
Can I do the project without paid software?
The selected public provider lessons are free to view. The original case can be completed with paper, a text editor or freely available local tools. Paid exams, certificates, subscriptions and optional provider software are not required for this project.
What does my checklist prove?
It records your own review in this browser only. It does not verify viewing, skill, a provider credential or a real-world deployment.
What if a lesson or tool changes?
Use the linked course and provider page to inspect current availability. Record the change and revisit the relevant assignment; do not invent a replacement lesson or claim an unavailable activity was completed.
Questions & discussion
Share a useful question or correction. Comments appear after moderation. Please avoid personal or sensitive information.