By Alastair Irons
This booklet is predicated at the argument that specific and developmental formative suggestions is the only most precious factor academics can do for college students. It is helping to explain the expectancies of upper schooling and support all scholars to accomplish their power. This e-book promotes pupil studying via formative review and suggestions, which: allows self-assessment and mirrored image in studying encourages teacher-student discussion is helping make clear what's sturdy functionality presents scholars with caliber info to aid enhance their studying encourages motivation and self-confidence in scholars aids the instructor in shaping instructing Underpinned through the correct idea, the sensible recommendation and examples during this publication at once handle the problems of ways to inspire scholars to interact in formative overview successfully and indicates lecturers how they could offer extra valuable formative suggestions.
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Extra resources for Enhancing Learning through Formative Assessment and Feedback (Key Guides for Effective Teaching in Higher Education)
Assessment has many functions in HE – but much of the focus is on summative assessment and within summative assessment the focus is on using the assessment as an instrument to measure student ability and understanding. Summative assessment has to be reliable and valid and this adds to the complexity around assessment and has the potential to make assessment cumbersome and slow. Shifting the emphasis from summative assessment to formative assessment is not a panacea for all the assessment issues in HE but can contribute to alleviating some of the stresses, pressures and problems.
Has your University experience shaped the way you now teach? STUDENT MOTIVATIONS AND DRIVERS Students in higher education have a wide range of motivations and a variety of drivers. In order for students to learn effectively they need to be motivated to learn. It is not the intention in this book to analyse the various motivational theories. ’s (1998) text Motivating Students is a good starting point. If formative assessment and formative feedback are to be successful learning tools then there is a need to appreciate that formative assessment doesn’t solely depend on the learning activity and the resultant feedback, but as Black (1999: 125) suggests ‘on the broader context about the motivations and self-perceptions of students’.
Providing feedback on summative assessments allows teachers the opportunity to contextualise the feedback based on the student work and indicate where students have done well, where there might be issues, where they can ‘close the gap’ and what developmental activities to feedforward to future assessments or modules. There is debate in the literature as to what type of feedback students want (returned to in Chapter 2). There is a suggestion – for example Adams et al. (2000) – that students only want numeric marks as a form of recognition.
Enhancing Learning through Formative Assessment and Feedback (Key Guides for Effective Teaching in Higher Education) by Alastair Irons