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Formative assessment emphasizes inclusion. Tracking student learning by capturing student voice is a powerful way to invite all members of the class into the process of learning (Drucker and Holmberg, 2018). Students come into our classrooms with a wide range of backgrounds and prior knowledge. Integrating formative assessment allows these distinctions to surface, prompting a more intentional approach to pedagogy. Understanding student needs can also guide the type of formative assessment chosen for feedback. Data capture can be as simple as an anonymous exit ticket or questionnaire that asks students to reflect on learning. Integrating technology can also be effective, and tools such as Padlet or Miro invite student feedback in playful and creative ways. Our Center has been running a formative assessment initiative which employs student feedback in the form of pre-and-post student surveys, coupled with instructional coaching. Recognizing that faculty may be unsure on how to proceed or even resistant to student feedback (Furtak, 2011), this formative assessment initiative emphasizes the trusting partnership between faculty and instructional designers and allows us to jointly consider pedagogical practices tailored to the needs of a specific class, while modeling the type of co-creation that lies at the heart of student-centered teaching and learning.

The vast majority of faculty and students, for example, now use notebooks and netbooks as classroom learning tools (75 percent of students and 72 percent of faculty overall), as well as digital content (69 percent of students and 73 percent of faculty). Learning management systems were in use by a smaller majority, with 56 percent of students and 58 percent of faculty members reporting they use an LMS in the classroom.

Journals that Publish the Scholarship of Teaching & Learning and Address General Issues in Higher Education