Core purpose

To support teachers’ formative assessment activities with regard to knowing and analysing their students’ personal conceptions about a particular topic. The methods and software are intended to help teachers who have been inspired by their class or colleagues; who want to explore what and how their students thinks about a particular topic; who want to share their exercise with colleagues in an easy and accessible way; and who want to know how to work with interactive visualisations and dashboards of their students’ learning data.

Narrative overview

A Chemistry teacher, responsible for preparing a Year 8 class for their final year of secondary school study would like diagnose, identify and correct her students’ misconceptions about the elements of the periodic table. She also would like to use the exercise to adapt her teaching. This provides the kickoff for her repertory grid exercise. She uses the nextGRID method and software to plan, communicate, execute, and analyse the formative assessment activity as a repertory grid exercise.

She uses the Repertory Grid for Formative Assessment (RGFA) software to design a formative assessment activity based on her pre-existing assumptions about her learners. These include a notion that Year 8 students do not have a holistic view of the elements of the periodic table in terms of their physical and chemical properties. Using the nextGRID method, she begins to plan her formative assessment activity as a repertory grid exercise. First, she identifies the key elements of the periodic table for the repertory grid exercise. She then creates triads of three elements each based on her pre-existing assumptions about her students’ knowledge and common misconceptions. She creates general instructions for the exercise and specific instruction for each triad of elements. She then creates a name for the competency/conception for each of the triad and identifies four keywords that would serve as evidence. She then shares the exercise with students in the class.

She introduces the repertory grid exercise in the class and allocates 30 minutes of class time for students to complete it individually. She provides a quick de-brief of the exercise results to the classroom using the web analytics of the RGFA tool with regard to the time taken by students for personal construct elicitation and elements rating phases of the exercise. She asks her students to reflect on their individual results and use the Communication and Negotiation Tool (CoNeTo) to discuss their results with her during the week. She then uses the teaching analytics dashboard and web analytics of RGFA to diagnose and identify students’ misconceptions and conceptions. She uses this information to structure the discussions with the students in the CoNeTo tool. As a result of the nextGRID activity, she changes and supplements her planned teaching activity with additional materials related to correcting the misconceptions. These findings are recorded and shared with colleagues using the nextGRID tool and can be used during the next school year or in other classrooms.


  • Teachers learn a new formative assessment method
  • Teachers learn to formulate their own competencies
  • Teachers learn a knowledge diagnostics method
  • Teachers work with interactive visualisations

Possible approaches to teaching and assessment

nextGRID can be employed in:

  • Assessing domain-generic as well domain-specific competencies
  • Applying new ICTs in classroom practice
  • Co-operative and collaborative learning
  • Peer and self-assessment of learners


  • F2F or online or blended administration
  • Individual or group exercise
  • Laptops, tablets and/or smartphones

People and roles

  • Teachers: design a new repertory grid exercise or reuse an existing one, classroom/home orchestration of the exercise, data analysis, student discussions, and share exercises with their peers
  • Students: complete repertory grid exercise, reflection, discussion and create their own repertory grid exercises


  • Plan knowledge diagnostics activity
  • Create repertory grid exercise
  • Orchestrate the exercise in the classroom/home
  • Analyse the results using the teaching analytics dashboards
  • Discuss students’ results individually or collectively
  • Share practice with peers by publishing the repertory grid exercise in the public repository


  • Documentation
  • Software packages (ECAAD, RGFA, OLM & CoNeTo) to support planning, execution, analysis, discussion and sharing of activity

The ready-made software bundle for this NEXT-TELL package will be accessible here soon!

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