Like formative assessment, ………. assessment is intended to improve the learner’s experience and their level of achievement. However, it looks backwards rather than forwards.
What kind of assessment measures what the student achieves when given some teaching in an unfamiliar topic or field. An example might be assessment of how much Swedish is learnt in a short block of teaching to students who have no prior knowledge of the language.
……..is corrective comments about past behaviour. Focuses on behaviour that wasn’t successful and shouldn’t be repeated.
……... affirming comments about past behaviour. Focuses on behaviour that was successful and should be continued.
……… is corrective comments about future performance. Focuses on behaviour that should be avoided in the future.
……… affirming comments about future behaviour. Focused on behaviour that will improve performance in the future.
This is the ultimate goal of feedback for learning. During the provision of feedback, teachers have the opportunity not only to provide direction for the students, but to teach them, through explicit modelling and instruction, the skills of self-assessment and goal setting, leading them to become more independent.
There is no longer need for teachers to be the only experts within a course. With basic instruction and ongoing support, students can learn to give quality feedback, which is highly valued by peers.
The goal of this type of feedback is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Therefore it consists of detailed comments that are related to specific aspects of their work, clearly explains how the mark was derived from the criteria provided and additional constructive comments on how the work could be improved.
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