Pre-Flight Check

Before submitting a writing task or performing a speaking task, students run through a short checklist of common errors and features to verify. Reduces preventable mistakes; builds self-monitoring habit.

Procedure

1. Create a short checklist (5–8 items) tailored to the task. Example for Task 2 writing:
   • I have a clear thesis in the introduction.
   • Each body paragraph has one main idea.
   • I have used at least 3 discourse markers.
   • I have checked my tense consistency.
   • I have checked articles (a/an/the).
   • I have a clear conclusion.
   • My word count is 250+.
2. Students complete their writing.
3. Before submitting, they run the check. Mark each ✓ only after verifying.
4. Submit with the check: the completed checklist accompanies the writing.
5. Teacher marks; compares what was missed despite the check.

Why It Works

• Catches preventable errors: half of learner errors are self-correctable — the check forces the correction.
• Trains self-monitoring: the habit transfers to tasks without explicit checks.
• Reveals blind spots: errors that persist despite ✓ indicate genuine (not careless) gaps.
• Elevates student accountability: "check not done" is visible evidence.

Sample Checklists

For IELTS Speaking Part 2 (spoken)

• I addressed all four bullet points.
• I spoke for close to 2 minutes.
• I used at least 3 different connectors.
• I included at least one specific example.
• I ended with a brief conclusion, not mid-sentence.

For a short email task

• Greeting matches the relationship (formal / informal).
• Clear purpose in the first sentence.
• Polite register throughout.
• Sign-off appropriate to the greeting.
• Proofread for typos.

Variations

• Paired pre-flight: partner reads and ticks the writer's checklist before the writer submits.
• Grow the checklist: every time a student repeats a preventable error, the item is added to their personal checklist.
• Teacher's pre-flight for feedback: teacher uses the same checklist to mark, saving time.

Tips

• Keep the check short. More than 8 items → skipped, not done.
• Make items action-verifiable, not interpretive. "Tense consistent" (verifiable) not "good style" (not).
• Customise to the learner: a checklist tailored to a student's recurring errors is more useful than a generic one.
• Retire items: once a student no longer needs the check on an item, remove it.

Source

Popham, W.J. (2008) Transformative Assessment. ASCD. Assessment-for-learning tradition (Black & Wiliam 1998). Widely used in aviation and medical training; adapted to education.