Contextual Background:
As a member of the Learning Technology team within the Technical Resources Department at LCF, we engage with students throughout their course units. We conduct two types of assessments: formative, which involves ongoing evaluation of student learning and comprehension, and summative, used to measure overall learning outcomes at the end of a unit. I am involved in both formative assessments individually and summative assessments with another group of tutors.
Evaluation:
Given the numerous groups and tutors in our course, we tailor our formative assessments based on tutor preferences. These methods include observing and analyzing students’ problem-solving approaches, administering short quizzes or questions to assess understanding, and conducting group discussions to explore students’ reasoning. The aim is to gather information on students’ learning progress and guide tutors in refining teaching strategies to provide accurate feedback and support students in achieving good grades in summative assessments.
Moving Forward:
I will focus on formative assessment for the student and putting it into practice as the key to formative assessment as it provides valuable feedback to students for continual improvement. Unlike summative assessments that emphasise on grades, formative assessments aim to identify areas where students excel and where they might require additional support. The main purpose is to provide students with feedback to improve and enhance their future performance. It may include activities such as:
Online Quizzes/Progress Tests: This can be done online after we complete a chapter or unit, it is only taking less than 30 minutes of their time. Generally, these quizzes will assess student comprehension of key concepts and skills through targeted questions. The results will provide insights into student understanding and areas that may require further explanation.
One-Minute Reflective Writing: To encourage student reflection and identify potential learning gaps, I normally present a question at the beginning of each session. Students will then have one minute to anonymously write their responses. Reviewing these responses allows me to address any misunderstandings or gaps either in the next class or in an online learning environment such as Moodle or Padlet.
Exit tickets: I design the exit ticket according to the objective of the learning outcome I am teaching in the class. As students leave a class, they are given a short quiz or a few simple questions about what was covered. Some ideas I have in mind include multiple choice or short questions, or even a few sentences answering an exit question. This allows the tutor to respond from exit tickets to understand and allows them to adapt subsequent teaching strategies accordingly.
Pair discussions: Also known as “turn and talk,” this strategy involves providing students with questions to answer in pairs. This activity fosters engagement, particularly for quieter students, and they could use this as an effective icebreaker activity.
Student Self and Peer Assessment: Utilising the module marking rubric, students will be given the opportunity to review their own work or the work of their peers. Discussing the purpose of formative assessment – to provide feedback and suggestions for improvement – is crucial for student engagement with this strategy.
As Napper (2013) highlights, formative assessment allows instructors to evaluate student progress throughout the learning process. By identifying areas where learning may not be occurring effectively, adjustments can be made to the teaching approach to ensure a successful teaching and learning process.
To achieve this goal, I aim to create innovative group activities that not only captivate students during class but also facilitate flexible formative assessments. This approach allows for ongoing feedback, empowering students to enhance their skills and deepen their understanding through collaborative discussions about their work.
References:
Jin, H. et al. (2019). Toward Coherence in Curriculum, Instruction, and Assessment: A Review of Learning Progression Literature. Science Education, 103, 1206-1234.
https://doi.org/10.1002/sce.21525
Napper, V.S. (2013). Alignment of Learning, Teaching, and Assessment. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
Nicol, D.J., & Macfarlane-Dick,D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice: Studies in Higher Education,31(2), 199-218.