{"id":490,"date":"2014-10-01T08:50:38","date_gmt":"2014-10-01T08:50:38","guid":{"rendered":"http:\/\/demo.wulty.com\/neosoton\/?p=490"},"modified":"2015-08-14T11:23:26","modified_gmt":"2015-08-14T11:23:26","slug":"formative-assessment-feedback-opportunities","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/10\/01\/formative-assessment-feedback-opportunities\/","title":{"rendered":"Formative assessment = feedback opportunities"},"content":{"rendered":"<h1>What is it?<\/h1>\n<p><span style=\"color: #000000\">Formative assessment supports students&#8217; learning\u00a0throughout a\u00a0course\u00a0and usually\u00a0do not count towards final marks. It is different from summative assessment which typically evaluates what students have learnt and do count towards final marks. Formative assessment is\u00a0designed to help students know how they are doing and identify areas in their learning which they have mastered and others which require their\u00a0attention.\u00a0It typically involves qualitative feedback (rather than marks) on students&#8217; performance, in class or on assignments. It is also an opportunity for the lecturer to check how the class is performing\u00a0and whether they need to modify the learning activities\u00a0to suit the needs of the students. So feedback is key to formative assessment and is an opportunity for lecturers and students to engage in a dialogue about learning.\u00a0<\/span><\/p>\n<p>Formative assessment is varied and may\u00a0include the following (among others):<\/p>\n<ul>\n<li>quick tests or quizzes followed by instant automated feedback (online quiz) or feedback from the lecturer<\/li>\n<li>brainstorm activities\/ classroom discussions\u00a0where students contribute\u00a0on a particular topic. This gives\u00a0the lecturer an idea\u00a0of\u00a0what\u00a0students already know and how much they contribute to the activity,\u00a0and helps him plan future learning activities. This is also an opportunity for students to check what they and their peers already know about the topic.<\/li>\n<li>coursework which is presented or discussed in class and receive peer and lecturer feedback<\/li>\n<li>speaking in a foreign language in grammar\u00a0classes followed by ongoing feedback from the lecturer<\/li>\n<\/ul>\n<h1>How can students\u00a0make the most of it?<\/h1>\n<p>Formative assessment activities are ongoing and offer many opportunities for feedback from peers and lecturers throughout the course. These are great opportunities for students to adjust their learning and deal with any issues prior to examination. It is important to engage with these activities as much as possible even though they might not count towards the final mark as they\u00a0are a chance to reinforce\u00a0the\u00a0learning and eventually improve the final mark as a result.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is it? Formative assessment supports students&#8217; learning\u00a0throughout a\u00a0course\u00a0and usually\u00a0do not count towards final marks. It is different from summative assessment which typically evaluates what students have learnt and do count towards final marks. Formative assessment is\u00a0designed to help students know how they are doing and identify areas in their learning which they have mastered [&hellip;]<\/p>\n","protected":false},"author":73378,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[827893,828107,828324,828555,828831,829101,829414],"tags":[829980,830248,831656,831869,832008,832245,833044,834035,835248],"class_list":["post-490","post","type-post","status-publish","format-standard","hentry","category-1-to-1-detailed-feedback","category-class-general-feedback","category-feedback-technologies","category-informal-feedback","category-peer-feedback-category","category-verbal-feedback-category","category-written-feedback-category","tag-class-assessment","tag-clinical-practice-task","tag-formal-assignment","tag-formative-assessment","tag-grammar-class","tag-in-class","tag-lecturer","tag-peer","tag-summative-assessment"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/posts\/490","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/users\/73378"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/comments?post=490"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/posts\/490\/revisions"}],"predecessor-version":[{"id":1066,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/posts\/490\/revisions\/1066"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/media?parent=490"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/categories?post=490"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/tags?post=490"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}