An investigation into cold call questioning as a formative assessment in English at KS3

Written By Jack Taggart

Introduction to Cold Call Questioning

Formative assessment is described by Heritage (2007, p. 140) as a method that provides teachers and students with the information necessary to advance learning. It focuses on deepening students’ understanding of a subject, ensuring this knowledge is effectively stored in their long-term memory. Formative assessment enables students to retain and retrieve knowledge, expanding and adapting their understanding over time (Clark, 2011).

This work explores the efficacy of cold call questioning as a formative assessment tool in classrooms. According to Bean and Peterson (1998, p. 2), this method involves teachers posing questions and then randomly selecting students to answer, promoting active thinking, engagement, and consistent participation. Birkland (2021, p. 5) notes that regular, non-punitive cold calling can increase students’ confidence, encouraging greater willingness to contribute to discussions and take academic risks.

Allison and Tharby’s Six Pedagogical Principles

In Making Every Lesson Count (2015), Shaun Allison and Andy Tharby outline six pedagogical principles: challenge, explanation, modelling, practice, feedback, and questioning. Their evidence-based strategies have informed my understanding of effective teaching and how cold call questioning can be used to enhance student engagement and learning.

Challenge

Allison and Tharby emphasise the importance of maintaining high expectations for all students, not just the most able. They argue that learning should push students just beyond their comfort zones, even if this means getting answers wrong, as this fosters resilience and progress. Cold call questioning complements this principle by requiring full attention and participation, as all students must be prepared to contribute, enhancing their engagement and cognitive focus (May, 2005).

Explanation

Effective teaching depends on clear explanations, grounded in strong subject knowledge and avoiding cognitive overload. Allison and Tharby stress the importance of breaking down information into manageable increments (2015). Cold call questioning supports this by enabling teachers to check students’ comprehension in real-time, helping to reinforce understanding and identify gaps (Rocca, 2010, p. 191). While Stork and Hartley (2009) caution against cold calling unprepared students, using this technique strategically can foster a supportive learning environment.

Modelling

Modelling is crucial for guiding students through new processes. Allison and Tharby (2015) explain that teachers must demonstrate how to apply knowledge effectively, using tools such as sentence frames to support students’ writing (Nachowitz, 2018, p. 136). Cold call questioning can reinforce modelling by having students share or present their work, allowing peers to learn from live examples. Care must be taken, however, to support anxious students by initially selecting confident volunteers.

Practice

Revisiting concepts multiple times ensures knowledge retention. Allison and Tharby (2015) advocate for revisiting material at least three times to solidify understanding. Cold call questioning is a valuable tool here, as it prompts students to recall and apply past learning, reinforcing long-term memory. Starting lessons with review questions linked to prior content also helps embed knowledge.

Feedback

Quality feedback is essential for student growth. Allison and Tharby (2015) advise having students articulate feedback in their own words to promote comprehension. This aligns with research by Harrison, Sainsbury, and Watts (2008, p. 175), who argue that feedback is only effective if students understand it. Cold call questioning can facilitate this process by prompting students to discuss their feedback and improvement strategies, enhancing understanding and engagement (Kerr, 2017, p. 444).

Questioning

Targeted questioning is a fundamental teaching strategy. Allison and Tharby (2015) highlight the benefits of cold call questioning, drawing on Doug Lemov’s work, as it provides a clearer picture of student understanding. This approach increases participation and ensures that all students are involved, fostering a supportive classroom culture where mistakes are seen as learning opportunities (Dallimore, Hertenstein, & Platt, 2012, p. 334).

Critical Analysis and Observations from School-Based Practice

School Context

School A, where I observed the implementation of cold call questioning, is an academy situated in a highly deprived area of the UK. With a large percentage of students eligible for free school meals and academic performance below the national average, the school faces significant challenges. Despite these obstacles, the school maintains a “Good” rating from OFSTED (2022), with strengths noted in providing students with opportunities to build on prior learning.

The school uses the "RAMAR" structure across lessons—Review, Advance, Model, Apply, and Reflect—which supports consistent learning and long-term memory retention. Cold call questioning is integrated throughout, particularly in the Advance and Model stages, enhancing student engagement and ensuring focus.

Curriculum and Pedagogical Implementation

The English curriculum at School A is carefully designed to prepare students for GCSEs, featuring texts such as I Am Malala and Ghost Boys to explore social and cultural issues. While these texts are valuable for broadening students’ perspectives, teaching them can be sensitive. I observed that students sometimes hesitated to discuss race and discrimination openly, fearing potential misunderstandings. To counter this, I made a point of creating a safe space for dialogue, reassuring students that these topics are important and must be approached confidently and thoughtfully (Skerrett, 2011, p. 321).

Cold call questioning proved effective in encouraging open discussions. By commending students for their contributions and emphasising the value of participation, I noticed a gradual increase in student confidence and engagement.

Behaviour Management and Relationship Building

Effective behaviour management is crucial in School A, where student behaviour is monitored using a 1–5 grading system. Building rapport with students has had a significant impact on classroom behaviour. Personalised praise, such as writing or phoning home to acknowledge students’ efforts, has fostered positive relationships, making students more willing to participate and engage with cold call questioning.

Learning students’ names quickly also played a vital role in building trust. As Underhill explains, knowing names fosters a sense of belonging and reduces anxiety (Scrivener, 2005, p. 35). This approach has been instrumental in creating a supportive classroom environment where students feel comfortable engaging in discussions.

Student Participation and Confidence

My observations revealed a stark contrast between higher and lower band classes in terms of participation. While higher band students were more responsive to cold call questioning, lower band classes initially relied on a hands-up approach. Following a department meeting, efforts were made to implement cold call questioning in lower band groups. Although challenging, this shift aimed to boost engagement and ensure all students had equal opportunities to contribute.

The Covid-19 pandemic exacerbated attainment gaps, and many students now feel more comfortable being called upon to answer questions rather than reading aloud. By establishing clear expectations from the outset, as recommended by Dallimore, Hertenstein, and Platt (2013, p. 308), I created a classroom culture where mistakes were viewed as learning opportunities, helping students build confidence over time.

Conclusion

Formative assessment, particularly cold call questioning, is a powerful tool for bridging the gap between intended and achieved learning outcomes (Scott, 2001, p. 8). Allison and Tharby’s six pedagogical principles—challenge, explanation, modelling, practice, feedback, and questioning—provide a comprehensive framework that, when applied effectively, can enhance both student engagement and achievement.

Cold call questioning interweaves seamlessly with these principles, promoting an environment where high expectations and active participation are the norms. By carefully selecting students to answer questions and providing consistent praise, I have seen a positive impact on student confidence and engagement. However, it is important to balance this approach with sensitivity, as highlighted by Hartley and Stork, to ensure it is non-punitive and supportive.

Overall, my experiences and observations at School A have reinforced the importance of formative assessment and the need to establish a classroom culture that values effort, resilience, and continuous improvement.

References

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Jack Taggart
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