Duration: 4 hours
Description: ‘I believe in assessment for learning, not of learning’ has been a buzz phrase in recent years, and has led to many developments in formative assessment.
But what does it really mean, and what opportunities does it present for awarding organisations? What do we understand about the impact of formative assessment on learning, and what are the challenges in implementing formative assessment effectively? And what are the principles that will help educators to do formative assessment well? In particular, how do formative assessment principles operate in post-16 education, and what is the difference between formative, diagnostic and other types of assessment used in adult education?
- definitions of assessment for learning
- evaluation, formative, diagnostic and summative assessment
- provision of effective feedback
- active involvement of students in their own learning
- adjusting teaching to take account of the results of assessment
- assessment, motivation and self esteem
- peer assessment
Typical Task – consideration of how assessment for learning can be incorporated into your qualification assessment structure.