Re-imagining Formative Assessment with Digital Tools (Part 4)
In the fourth and final part of our series on re-imagining Formative Assessment with Digital Tools, we explore the ways in which we can vary the ways in which we ask students to provide feedback Inviting students to relate concepts in a visual way, rather than just verbally or in written form challenges them to think and communicate in new ways and may have to potential to tap into the kind of learning associated with long-term memory. An article by Dr Susan Daniels on Visual
Re-imagining Formative Assessment with Digital Tools (Part 3)
In Part 3 of our series on Re-imagining Formative Assessment, we look at the power of practicing self-reflection when developing students’ Learning to Learn skills. This week's Formative Assessment activity, Hold up a Mirror invites students to reflect upon the knowledge and skills they have attained, as well as considering the areas they still need to work on. While simple in essence, such reflective practices can form the basis of a powerful learning tool that can be dev
Re-imagining Formative Assessment with Digital Tools
Educators are always looking for innovative ways to gather feedback from their students. A quick internet search will turn up a multitude of ways of checking in with our learners - from quizzes and hands-up games, to traffic lighting and post-it notes. Formative Assessment is often thought of as an ambiguous term, but put simply, it is a mode of assessment that encourages teachers to engage with students, observe and assess them on a continuous basis. Arguably, it's most i
