Definition
Checklists are structured tools used to track students’ observable behaviours, actions, or outputs against clear criteria. They provide a simple but systematic way to capture evidence of learning as it happens and to notice patterns, progress and gaps.
When used in formative assessment, checklists:
- enable consistent recording of evidence across individuals or groups
- clarify expectations by defining what success looks like
- support focused observation of specific skills, processes or understanding.
Design considerations
When designing checklists, use the identified formative focus to consider:
- what observable behaviours, actions or outputs most effectively demonstrate that learning is taking place
- whether the checklist items are phrased in audience-friendly, specific and measurable terms
- whether the number of items is manageable for use during lessons
- whether the checklist structure supports evidence collection and analysis.
For you and your students, consider:
- whether the checklist can be written in student-friendly language to help students take an active role
- what scaffolds or prompts will clarify your expectations and ensure all students can access and respond to the task
- what digital tools can simplify the creation of flexible, reusable checklists that improve the collection and analysis of real-time evidence.
Aim
Checklists help assess students’ ability to:
- remember facts or terms, or use a skill they’ve learnt
- understand an idea or concept, or how or why a process works
- plan, choose, use or adjust strategies when they solve problems or respond to challenges
- apply their learning in different ways or in new situations.
Timing
Checklists are helpful throughout a learning sequence:
- before teaching to check prior learning or uncover misconceptions
- during the lesson to observe and record how students use a skill they've learnt
- across lessons to track how students build, connect or transfer learning over time.
Evidence
Teachers observe and record learning in action as students respond.
In the classroom
These examples show how teachers can use checklists to systematically record evidence of learning as it happens. They show how checklists can support consistent observation, clarify expectations, and be adapted for student use.
- Collaboration-focused checklists: teachers use group tasks as a context to gather formative evidence of student learning, observing how students discuss, take turns, and engage with the content or criteria.
- Exemplar-based checklists: students compare their work to a model and apply key features, especially in writing or design tasks.
- Simple tick-box checklists: teachers track recognition or recall of core content, or record observable behaviours, demonstrations or performance of skills.
- Progress trackers with staged indicators: teachers monitor student development of recursive skills over time using indicators such as emerging, developing or established.
- Rubric-style checklists: teachers record observable performance against criteria to inform next teaching steps.
- Success criteria checklists: students use teacher-defined criteria to guide their work. Teachers use the same criteria to capture evidence of understanding.
