Group items tagged

To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

Thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students.

Assessment should be a continuous feedback loop, one that is integrated into the learning process, and where the feedback improves the competency of the learner. Assessments should be used as opportunities to develop competencies and the related sense of achievement.

Presentation on Assessment and Feedback in the 21st Century Classroom.