Wiliam's mid-lesson checkpoint, operationalised: a five-point design checklist and a question-bank grid with misconception-mapped distractors and a worked example.
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| Hinge-question starter | |||||||||
| Design checklist first, then the question bank — one row per hinge question, misconception-mapped distractors, decision rule agreed before you ask. | |||||||||
| Source: Wiliam 2011 (2nd ed. 2018), Embedded Formative Assessment | |||||||||
| Design checklist | |||||||||
| 1. Placed at the lesson's hinge — the point where what comes next depends on this concept. | |||||||||
| 2. Every student answers (poll, cards, quiz tool) — not one volunteer. | |||||||||
| 3. Answerable in under two minutes, interpretable by you in under thirty seconds. | |||||||||
| 4. Each distractor maps to one specific, known misconception. | |||||||||
| 5. Decision rule set in advance (e.g. ≥80% correct → move on; else reteach now). | |||||||||
| Lesson / topic | Hinge concept | Question | A | B | C | D | Key | Misconception each wrong option catches | Decision rule |
| Fractions — addition | Common denominators before adding | What is 1/2 + 1/4? | 3/4 | 2/6 | 1/6 | 2/4 | A | B: added numerators and denominators. C: subtracted. D: added numerators over the larger denominator. | ≥80% choose A → continue; most choose B → reteach equivalence now |
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