For formative assessment
Formative assessment is a pedagogical strategy that enables teachers to modify their teaching style and the learning activities they facilitate with the ambition of improving student achievement.
Formative assessment can be both formal and informal, so long as it is implemented throughout the learning process. This allows the teacher to adapt their style whilst students are learning, as opposed to summative assessment, which is produced after the learning has taken place.
The two main rationales for formative assessment in education are that constant feedback empowers students to be aware and in control of their own learning and that it informs subsequent teacher practice.
Digital technology has been incorporated throughout the unit. The digital journals foster an immersive digital space where students can collaborate and reflect upon each others’ ideas. Physical journals or visual diaries could have been facilitated, but the digital format is more aligned with the students’ environment. It also allows the teacher to constantly assess students at any time, without the student having to handover their work. Both the teacher and the students can collaborate in real time resulting in constant formative feedback.
Authentic assessment does not seek to measure this experience, instead it focuses on formative techniques, aiming ‘toward upcoming learning experiences, not summing up past ones’ (Davis et al., 2015). To borrow from the DE&T Victoria, assessment should allow both the student and the teacher to reflect on the evidence of a student’s learning to guide the future learning experiences of that student.
Davis et al. (2015) describe authentic assessment where ‘the words teaching and assessing might be considered synonymous….by pointing and reminding, the teacher helps the learning to focus attentions, hold details in consciousness, explore implications of new associations – in brief, to notice possibilities that might not have been previously noticed.’