Index IntroductionImproved questionsFeedbackPupil collaborationConclusionIntroductionThere are two categories of assessment: summative and formative. Summative assessment evaluates pupils' learning outcomes. Formative assessment reflects pupils' level of understanding allowing the pupil and teacher to adapt and improve the pupil's learning experience. Most research supports the use of formative assessment, highlighting that it has “significant and often substantial” benefits, helps pupils become independent learners and is “the most influential practice”. However, some believe these claims are dubious due to the limited set of potentially biased and inconsistent data widely cited in the literature. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay There are various ways in which pupil progress can be assessed and supported using formative assessment principles and I will discuss the following in more detail: improving pupil questions, feedback and collaboration. I will connect them to mathematics. Improved questioning Pupils' learning can be improved when teachers' questions have clear objectives and all answers are assessed. Well-considered questions will engage pupils and provide a scaffold for experimentation and discussion ensuring active learning. Experimentation and incorrect answers are fundamental in mathematics because they demonstrate pupils' mathematical commitment and ability, that is, they allow the teacher to “unpack” pupils' mathematical concepts. However, teachers need high-quality pedagogical skills, including in-depth knowledge of the subject and pupils, to provide effective questions and monitor subsequent learning. To encourage better pupil response, teachers need to pay attention to their phraseology. A 'no-raise-hands policy' when questioning pupils has proven effective in ensuring that more pupils remain active learners. By providing sufficient time for reflection for all pupils, more pupils are encouraged to respond, including those with additional support needs. This allows the teacher and pupils to develop a more meaningful understanding of pupils' learning. This is particularly important in mathematics, where there is typically an emphasis on learning as a community. However, unless the questions are open-ended, some pupils may become bored. Unfortunately, allowing more reflection time conflicts with the time pressure present during summative assessments. It can also reduce the pace of lessons by increasing pressure on curriculum delivery times. Care must be taken to ensure that this method is not just a “surface feature” but is applied appropriately to achieve benefits. Feedback Historically, feedback in mathematics classes was dominated by “right or wrong.” However, it has been found that assessment is not always beneficial to pupils as it can highlight poor achievement and contribute to a self-destructive attitude, thus distracting from any learning value. Teachers can improve pupils' learning experience by removing grades and providing detailed feedback, including; “what was well done, what was not well done and how this could be improved”. This method involves more pupils in participation due to their greater responsibility. However, i.