Using Show-me style boards for classroom assessment
Show-me style boards let pupils reveal short responses together. Their main value comes from the questioning routine, not simply holding up an answer. Select a suitable surface and writing tool, then plan thinking time, a clear reveal signal and the teaching decision that will follow the responses.
Choose a response that fits the surface
Use a board when a short answer, sketch or worked step will reveal something useful. A single number can show whether pupils reached the expected result, but an intermediate calculation may reveal how they reasoned. Decide what you need to see before choosing the question.
Compare plain, lined and gridded surfaces with the age group and task. Check that the writing area is large enough for the response and that pupils can hold the board without covering important information. Trial the marker width from the teacher’s normal scanning position; very fine writing can be difficult to inspect across a class.
Teach a consistent reveal routine
Ask pupils to think first, write independently and show boards on an agreed signal. This reduces the chance that later responses simply copy the first board raised. Scan for patterns, select a contrasting explanation and ask pupils to revise where appropriate.
For a place-value question, ask everyone to represent the same number in two ways. A quick scan can distinguish a correct numeral from a misunderstanding in the accompanying representation. Keep the follow-up brief and focused on that difference. Where you need a lasting assessment record, capture the observation through the school’s usual method before erasing the work.
Make equipment recovery part of teaching
Give each table a counted set of boards, suitable markers and erasers. Markers should be capped promptly, and damaged or exhausted items should have a clear return place. Clean surfaces according to their instructions, especially when ordinary dry wiping no longer removes marks satisfactorily.
Inspect edges and corners, and store boards away from sharp equipment that can scratch them. Build collection into the lesson ending so the next class receives a complete set. Keep a few replacement consumables available without allowing an uncontrolled mixture of unsuitable pens to enter the tray.
Action checklist
- Ask for a response that reveals a specific learning point.
- Test marker visibility across the class.
- Use thinking time and a shared reveal signal.
- Count, clean and reset each table set.
Common questions
Should pupils always show only the final answer?
No. Ask for a diagram, intermediate step or brief reason when that gives better evidence of understanding than the final answer alone.
Sources and scope
Source titles are provided for reference. Check the current original guidance and your school's circumstances before making a policy or compliance decision.
- Schools Direct editorial — Original school resource planning guidance and worked examples. Checked 1 November 2026.