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Diagrams and labels

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Diagrams and labels assessment asks students to connect visual representations with conceptual understanding, moving beyond simple recall. These tasks may ask students to identify, name or classify terms, or match terms to parts of an image, process, list or set.

 

Students engage in a process where they:

  • recognise and apply relevant terms, features or concepts
  • label, match or annotate to link ideas within structures, processes or categories
  • draw, drag or write to connect abstract concepts to concrete or pictorial representations
  • demonstrate understanding through tasks ranging from simple (labelling parts) to complex (sequencing stages of a process, matching functions to components or classifying items into categories).

Design considerations

 

When designing diagram and label assessment, use the identified formative focus to consider: 

  • what image, diagram or visual representation is the most appropriate prompt 
  • how students will demonstrate their understanding; for example, by labelling, matching, annotating, drawing, sequencing or classifying 
  • whether the task checks more than recall; for example, linking parts to functions, categories or processes. 

For you and your students, consider: 

  • whether the terms, labels or categories are clear, specific and accessible for all students 
  • what scaffolds (for example, vocabulary lists, worked examples or procedural prompts) will clarify your expectations and ensure all students can access and respond to the task 
  • what digital drafting and annotation techniques may help to capture students’ understanding.
Aim

Diagrams and labels 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.
Timing

Diagrams and labels are helpful:

 

  • before teaching to check prior learning or uncover misconceptions
  • during the lesson to check student learning and guide teacher response in real time
  • after learning when time between lessons is needed to analyse evidence and decide whether to revisit or move forward.
Evidence

Students demonstrate their learning by selecting right or wrong responses, or constructing short responses.

In the classroom  

 

These examples show how assessment with diagrams and labels can provide evidence of students’ ability to connect visual representations with conceptual understanding. 

  • Annotated diagrams: students explain the function, purpose or relationships of labelled features by adding descriptive notes.
  • Classifying and matching: using diagrams or charts, students group labelled items into appropriate categories and connect labels to correct images or processes, showing conceptual organisation.
  • Diagrams with arrows: students represent ideas, processes or systems and illustrate relationships between components.
  • Labelling physical models or props: students identify and label parts during practical demonstrations, linking conceptual knowledge to hands-on application.
  • Structured labelling tasks: students identify and name parts, features or components of a diagram or model, revealing understanding of structure and content.
  • Visual sequencing tasks: students use diagrams to order steps or stages in a cycle, process or timeline, demonstrating understanding of progression.

Downloads


Formative assessment design guides – Diagrams and labels

Samples

 

Find formative assessment samples related to this assessment type.