This fundamental text provides cutting-edge theory and practical insights into how formative assessment and feedback can be used enhance student learning development through exploring an exciting range of case studies from experts in the field.
Underpinned by relevant theory and real-world advice spanning the global higher education sector, this book examines the importance of technology and digital education in shaping the use of assessment and feedback in higher education. Presented through international perspectives in assessment research and practice across a broad array of subject disciplines, the book focuses on the inclusion of empirical evidence, as well as the contemporary issues and challenges currently facing formative assessment. The case studies bring to life strategies and approaches that utilise a combination of digital and material tools to promote a range of innovative formative assessment practices, including facilitating dialogic formative assessment and supporting peer review and co-production of feedback artefacts. Each case study is divided into the context behind it, the strategy, practice, impact, and key learning outcomes, presenting a series of opportunities for practitioners to consider and embed in their practice.
Aimed at experienced and early career practitioners in higher education, as well as third space practitioners such as learning and educational developers and designer, this text is ideal reading for educators who wish to see evolution in higher education, using the lessons learned from utilising educational technology to focus on student learning in increasingly digital environments.
This fundamental text provides cutting-edge theory and practical insights into how formative assessment and feedback can be used enhance student learning development, through exploring an exciting range of case studies from experts in the field.
1. Introduction
2. Formative Assessment and Feedback in Post-Digital
Higher Education
3. Creating a formative-feedback trialogue by embedding an
e-learning theory package into undergraduate music education.
4. Reflective
Writing Online as a Powerful Formative Assessment Tool in Teacher Leadership
Development
5. Developing student employability through formative assessment
and virtual project learning in the social science curriculum
6. Using
formative feedback to scaffold and manage student wellbeing in an accelerated
online research course
7. Promoting Situated Change Towards Sustainability
and Climate Action through Post-Digital Online Distance Learning Pedagogy
8.
Conversations in Context: Reframing Assessment for International Trainee
Teachers
9. Formative and Summative assessment rubrics for a UK postgraduate
taught Education Studies module
10. Implementing ipsative feedback through
interconnected tasks and comparison processes in a direct-entry program
11.
An online peer assessment tool for embedding authentic feedback literacy in
students studying creative subjects.
12. Integrating Scaffolding
Instructional Strategy through Digital Tools for Improving Academic
Performance among Undergraduate Finance Students
13. Developing an
Experiential Formative Assessment Activity with GIST (Gamification,
Instructing, Sharing, Tracking) Framework
14. Formative feedback for
international supply chain post-graduate students combining digital and
face-to-face formats to enhance engagement and criticality.
15. Meet Zara: An
AI-generated teaching assistant for enhancing formative assessment and
self-regulated learning
16. Creating an academic safety net for newly
inducted undergraduate medical students using formative assessments and
feedback
17. Using e-Portfolios and video reflections to support postgraduate
students personal and professional development
18. Using digital multisource
feedback to provide medical students with formative feedback on their
workplace behaviour and professional progress
19. Formatively assessing
competency in practical skills in the Biological Sciences through direct
observations and oral feedback
20. Embedding Formative Assessment in the
Flipped Statistics Classroom
21. Embedding Formative Feedback through
Differentiated Instruction using Microsoft OneNote Class Notebooks
22.
Scaling up and automating formative assessment in computer science
23. A
Data-Driven Approach to Student Support using Formative Feedback and Targeted
Interventions
24. Beyond the Unit: A Course-Wide, Iterative Formative
Assessment and Feedback Framework for Enhancing Learning and Employability
Skills in Computer Science Education
25. Formative Diagnostics for Student
Transitions & Success through Personalised Guidance
26. Using an ongoing
Formative Feedback approach to support Early Career Academics make progress
towards their End Point Assessment
27. Reimagining Formative Assessment and
Feedback: Propositions for Practice
Sam Elkington is Professor of Learning and Teaching at Teesside University, UK, and is a PFHEA and National Teaching Fellow (NTF).
Alastair Irons is Deputy Principal and Deputy Vice Chancellor and Professor of Computer Science at Abertay University, UK. He previously served as Academic Director for Digital Education and Dean of the Faculty of Technology at the University of Sunderland, UK.
