Why Formative Assessment in PDHPE, CAFS & HMS Actually Works (and How to Make It Happen)

Formative assessment. It’s a phrase we’ve all heard, but for many teachers, it still feels like one more thing to juggle in an already packed curriculum. In PDHPE, Community and Family Studies and Health and Movement Science classrooms, where both practical and theoretical learning collide, the balance between delivering content, preparing for assessments and supporting student wellbeing can be tricky.

But what if formative assessment wasn’t just another task?

What if it was the key to unlocking better student outcomes, stronger engagement and less anxiety for both teachers and students?

In Episode #141 of The PDHPE & CAFS Podcast, I had the absolute privilege of interviewing Shirley Clarke, a global thought leader in formative assessment. Shirley’s work has influenced educators across the world, including thousands of teachers here in New South Wales. Her research and practical strategies have transformed the way we think about feedback, success criteria, student agency and learning itself.

This conversation wasn’t just inspiring… It was a game-changer.

From Theory to Practice: Making Research Work in Real Classrooms

 One of the most powerful things Shirley has done throughout her career is translate dense academic research into practical, teacher-friendly strategies. She reminded us that formative assessment isn’t about adding more work. It’s about working smarter, shifting the focus from measuring learning to enabling it.

For Shirley, it all starts with clarity:

✅ Clear learning intentions
✅ Co-constructed success criteria
✅ Visible examples of what good work looks like

Whether you're teaching your primary kids in PDHPE, engaging your excited Year 7 PDHPE students or leading a Year 12 CAFS revision session, these foundations help your students understand what they’re aiming for and how to get there.

Why Formative Assessment Reduces Student Anxiety

In her latest book, Shirley explores the connection between assessment and anxiety in primary school students. But the implications are just as relevant in our high school settings especially as we prepare students for high-stakes summative assessments like the HSC.

When students feel like they know what’s expected of them, when they’re part of the process, and when they receive timely, in-the-moment feedback, they’re more confident, less anxious and more willing to take risks in their learning.

Think about it:

✏️ Students who co-create success criteria understand the “why” behind the task.
📋 Students who see model responses know what good looks like and what’s missing.
💬 Students who receive real-time feedback can adjust as they go, rather than waiting days (or weeks) for a marked-up paper.

What About Summative Assessment?

Let’s be real, summative assessment isn’t going anywhere. In NSW, our Community and Family Studies and HMS students still sit trials, HSC exam  and school-based assessments that must be marked and graded. So how do we make formative assessment work in that world?

Shirley had three key suggestions:

1. Use formative assessment as preparation. The more students engage with success criteria, peer feedback and real-time teacher input, the stronger their responses in formal assessments will be.
   
2. Invest in co-construction and modelling. This builds deep understanding and gives students confidence to apply their knowledge in high-pressure settings.
   
3. Create opportunities for retrieval. Revisit key concepts through low-stakes quizzes, discussions, and peer teaching to build long-term memory and improve HSC outcomes.
   

It’s not either/or, it’s both. Formative assessment sets students up for success in summative tasks.

Formative Feedback that Actually Works

One of my favourite moments in the episode was when we discussed feedback strategies like Tickled Pink & Green for Growth, which I’ve adapted as Pink for Positive and Green for Growth. Shirley loved the concept and agreed that feedback is most powerful when it’s focused and timely.

Here’s another framework I shared with her (that I developed) that you can steal for your own classroom:
 
WIN Feedback

• What you did well
  
• Improvements to be made
  
• Necessary actions to improve
  

This structure supports student agency, giving learners a clear understanding of their performance and what to do next.

🎧 Want the full conversation?

Catch Episode #141 of The PDHPE & CAFS Podcast: www.thelearnnet.com/141

Over to you:

Have you embedded formative assessment strategies in your classroom? What impact have you seen on student learning and wellbeing? I’d love to hear your insights! Drop a comment below or tag a colleague who needs to hear this conversation.