Formative assessment
Assessment offers a way of checking that learning has taken place. It occurs at the beginning of learning, from time to time during learning and to identify learning needs and retention for learning. It uses feedback comments rather than marks or grades with sensitivity to engaging the learners’ learning process. This is referenced as formative assessment. I use primarily formative assessment in my teaching role as I feel it should be an ongoing process of inspiring creativity between the lecturer and the student.
One example I have used was the student’s individual learning plan in the tutorial programme. In the 1:1 tutorial, students were given feedback on their current achievement against the expected level of achievement. The reason I have chosen to use Formative assessment was to make the learning outcomes clear, share assessment criteria effectively and provide learners with immediate feedback. Students were given the opportunity to discuss with the tutor how to improve any weaknesses. The tutorial sections have been proven as constructive for the learners. It gives the learners positive feedback and a guide for improvement.
Overall, I feel there are action points for further development in formative assessment.
- Formative work includes new ways to improve response between teaching and learning, in ways that requires new teaching strategies, and significant changes in preparation of lessons.
- Essentially the teaching strategies are aimed at developing the effective learning, underlining that the students must be actively involved in the process for the assessment methods to be constructive.
- From the Formative assessment, the result will have to be used to adjust the teaching and learning, involves a significant aspect of change in lesson plan or teaching methods.
- The ways, in which the Formative assessment can improve a learner’s motivation and self-esteem, this can benefit students to engage their learning process through self-assessment.