Formative Assessment Toolkit: An Annotated Menu of Possibilities

This annotated menu is intended to provide a helpful introduction to some practical approaches to
formative assessment. It is not intended to be in any way prescriptive or exhaustive – there are many
other examples that could be added to the menu. However, it attempts to provide some guidance on
some of the more widely used and ‘proven’ types of formative assessment that have been used
effectively at UEA or in other HEIs. The menu provides constructive ‘tips’ on how to use the assessments,
as well as some insights into their advantages and disadvantages for tutors and/or students. It may also
be useful, when designing formative assessments, to think in terms of a list of all the possible dimensions
that an assessment task has and which need to be considered:
• Does the student complete the task by working alone or in a group?
• Is the task written or oral or practical?
• Is the task time-constrained or not?
• Are all, some or none of the details of the task determined by the student?
• Is the task assessed by the tutor, the student, the student's peers or the representative of an
outside agency?
• Does the student perform the task inside or outside the classroom?
• Does the student perform the task inside or outside the university?
• When the student performs the task, does s/he have access to notes and books or not?
• When does the task take place during the module?
• How is feedback delivered and how is the ‘feed-forwards’ element (i.e. the link with a
subsequent summative assessment) emphasised?
Course and module teams may wish to refer to this list when designing their assessment strategies and
the formative assessments that are integrated into them.
No Formative Assessment Type Tips to make it work Pros Cons Other comments

1 In class group quiz using ‘Clickers’ • Students need to have clear • Turning Point software is easy • Relies on availability of • Front-loaded
(Students work in small groups to work guidance with regard to the to use by staff and ‘clickers’ ‘clickers’. assessment – requires
through a series of multiple choice purpose of the quiz and its are easy for students to use. • Quiz questions need to be care and time to design
formative function. • Quiz responses provide tutor carefully designed. but quick/easy to mark
questions in class, in ‘Who Wants to be a
• The link between the quiz with instant • Tutor needs to familiarise or provide feedback.
Millionaire’ format, using wireless and the module ‘content’ or insights/feedback on how • The quiz is less focused
themselves with Turning Point
‘clickers’ or Audience Response Systems. ‘learning outcomes’ needs to much students have learned software (or equivalent). on achieving a mark –
Use of this kind of approach in an Oral be made explicit. or progressed. • Time needs to be found in emphasis is on testing
Diseases course at Liverpool Univ • Tutor needs to make link • Clickers guarantee anonymity class to conduct the quiz knowledge and
encouraged high levels of student between the learning – no ‘loss of face’ or without it being rushed. understanding and be
participation and the ready application of developed by the quiz and embarrassment in getting • Some students may be provided with
learning to real clinical situations. subsequent summative answers wrong. resistant to use of group-work immediate feedback in
“Initial feedback from the students showed assessment(s) clear – one • Feedback is instant – tutor in class. class.
a unanimous preference for this style of feeds into the other. can explain in class the basis • Getting students to
• Whilst exercises like this can of ‘correct’ answers or complete the quiz in
teaching over the more didactic knowledge
be used at any point during a explain why more than one pairs/small groups
delivery”) module or a course, there answer might be correct. facilitates team-
may be particular value early- • Emphasis is on inter-activity working skills.
on as an ‘ice-breaker’ – a and participation in the • Promotes group
method of facilitating classroom and ‘active cohesion and may be
communication and learning’. used to promote
integration. Gives students a • Quiz format is informal and integration of certain
chance to ‘get to know each ‘fun’ element can be groups – e.g.
other’. emphasised. international students
• Provides lots of opportunities and minorities.
for students to ask questions
in class – tutor can use these
to open-up for wider
discussion.
2 Early draft of summative assignment • Students need to have clear • If submitted via Hub, can • Time-consuming to mark and • Back-loaded
(Student submits an ‘outline’ draft of the direction/guidance with provide evidence of robust provide useful, diagnostic assessment – quick and
assignment which they are later required regard to both the purpose ‘engagement’. feedback. relatively simple to set,
and content of the formative • Provides opportunity to • Has to be carefully managed but time-consuming to
to submit as a summative assessment for
submission. A clear word provide timely feedback on a so as to avoid marking the mark.
formal marking) limit and instructions re draft outline – student has a same submission twice. • It is recommended that
layout etc. are needed to clearer sense of what the • Risk of student acting on the draft submission is
No Formative Assessment Type Tips to make it work Pros Cons Other comments

ensure that students summative submission feedback on the draft and still no longer than half the
understand what is required should contain. gaining a poor mark – word length of the
of them. • Ensures that there is a record resulting in dissatisfaction summative assignment.
• There needs to be an explicit of an assignment’s with the usefulness of the This encourages
link with the summative development – limits formative feedback. student to ‘focus’ on
assignment that follows – likelihood of plagiarism. • Students may choose not to key issues/themes in a
and students need to • Encourages ‘time on task’. complete it if it is not a skeletal outline and
understand that the feedback • Enables tutor to gain insights ‘requirement’. avoids marking same
on the draft will have an into level of academic text twice.
immediate ‘feed-forwards’ ‘engagement’ early-on. • Timing in critical –
function. • Promotes forward planning students need to
and discourages ‘last-minute’ receive feedback on
drafting of summative work. the draft sufficiently
early to apply it in the
development of the
subsequent summative
submission.
3 Online Quiz using Blackboard • Quiz needs to be easy to • Can be easily ‘monitored’ as • Relies on students accessing • Front-loaded
(Students engage with tutor-designed quiz access via Blackboard site. evidence of robust Blackboard. assessment – requires
online via Blackboard, in their own time. • Online quizzes are most ‘engagement’. • Blackboard provides a Quiz care and time to design
effective when students • Quiz responses provide tutor facility but its flexibility is but no time at all is
Experience in other HEIs shows that
receive automated feedback (and students) with insights limited. required to mark or
regular completion of Quizzes by students as they are completing it. on how much students have provide feedback.
• Time-consuming to design
can transform their subsequent • Tutor can limit time available learned or progressed. quiz questions in Blackboard • The quiz may less
performance. For example, at the for completion and the • BB can guarantee anonymity and the feedback on each focused on achieving
University of the West of England, quizzes number of attempts – no ‘loss of face’ or question. marks than on testing
were integrated into a Law programme. permissible – strategy needs embarrassment in getting • Time needs to be found in knowledge and
The results were striking: to be driven by the aims of answers wrong. class to review the quiz and understanding and
the assignment. • Feedback is instant and the quiz answers, group’s immediate feedback.
“The results are spectacular. Those who opted • Whilst a ‘mark’ might be automated – student performance etc.
to take the quizzes performed very significantly achieved it may be receives explanations or • Link with subsequent
preferable to focus on comments on each question summative assessment needs
better than those who did not. This difference is
designing the feedback on as they complete the to be reinforced.
not just seen in the module in which the quizzes each question so that the exercise. • Difficult to be sure that it is
were included but throughout the first year, outcome is improved • Emphasis is independent the student who has
and it was still very evident at the point of learning, not a mark which study – learning outside of completed the quiz rather
graduation. The outcomes are all the more won’t be recorded on SITS the classroom at a time/place than a third party.
anyway. of the student’s choice.
No Formative Assessment Type Tips to make it work Pros Cons Other comments

dramatic when the nature of those who took • Students need to have clear • Can be completed
quizzes was examined. Quiz takers had virtually guidance with regard to the anytime/anywhere – at least
the same A level entry qualifications as non- purpose of the quiz and its anywhere where there is a
quiz takers and yet performed far better – formative function. link to the WWW.
• The link between the quiz • Can be mobile-device friendly
challenging the idea that it would be the
and the module ‘content’ or – student can engage with it
‘better’ students who took advantage of the ‘learning outcomes’ needs to on the bus or during a coffee
quizzes”) be made explicit. break.
• Tutor needs to make link (e.g. • Quiz format is informal and
See: feed-forwards) between the ‘fun’ element can be
[Link] learning developed by the emphasised.
quiz and subsequent • Provides opportunities for
and-feedback/online-formative-assessment/
summative assessment(s) students to subsequently ask
clear. questions in class – tutor can
• Find time to review and use these to open-up for
‘unpack’ the quiz in class and wider discussion.
revisit answers, group • Can be used as a form of
performance etc. exam revision/preparation.

4 Formative ‘Wiki’ Exercise • Blackboard VLE can be used • Makes good use of e-learning • Relies on students accessing • Neutral assessment –
(Students work individually or in small to develop group Wikis. technologies. Blackboard or Wikipedia. requires care/time to
groups to enhance an existing wiki • There may be great inherent • Students gain insights into • Blackboard provides a Wiki design and monitor the
‘value’ in pooling the how Wikis evolve and can be facility but its flexibility is Wiki exercise and to
resource (e.g. on Wikipedia) or develop a
students’ expertise to used –real problem, real limited. mark or evaluate
new one. At Liverpool University Wikis enhance, refine or expand an solutions. and/or provide
• Time needs to be found in
were used recently in a Level 3 history existing Wiki such as a group • Students have an opportunity class to review the Wiki. feedback.
module. The students built an online Wiki of pages on Wikipedia as a to develop something of ‘real • Link with subsequent • The formative element
resource that formed the basis of way of contributing to the value’ to others outside the summative assessment needs may involve weekly or
discussion in workshops. Each workshop ‘common good’. institution. to be reinforced. fortnightly reviews of
st nd
was divided into sub-topics (threads) and • Students in their 1 or 2 • It develops the transferable • If completed in groups, it may the Wiki in class or
3-4 students collaborated on each, posting year may feel more skills of advanced text editing be difficult to monitor or be online.
their findings on the Wiki) comfortable working in small and critical textual analysis. sure how much each group • The summative
rd
groups/pairs. 3 years or PG • Can be linked directly to a member has contributed (as element may be the
students may have the summative assessment (e.g. in any group-work exercise). final ‘product’ in terms
skills/confidence required to the final Wiki pages), or may • Close monitoring of Wiki of the newly developed
work independently. run ‘parallel’ to the content may be required by Wiki pages.
• A Wiki enables students to summative assessment the tutor. • The Wiki may focus less
develop their learning in a process. on achieving marks
No Formative Assessment Type Tips to make it work Pros Cons Other comments

non-linear manner – e.g. just • Can be easily ‘monitored’ as than on testing

as one often navigates evidence of robust knowledge and
Wikipedia in a non-linear ‘engagement’. understanding and
fashion by clicking hotlink key • Emphasis is on independent providing feedback.
words/phrases – tutors may study – learning outside of • The ‘value’ of the Wiki
wish to emphasise this as the classroom at a time/place to others is a crucial
part of the exercise. of the student’s choice. aspect of such a
• Can be completed formative exercise.
anytime/anywhere – at least
anywhere where there is a
link to the WWW.
5 The Jeremy Paxman Interview • This could be used as a form • Like the poster presentation, • Students may find this an • Back-loaded
(Rather than asking students to write an of formative assessment in this kind of assessment draws alien form of assessment, assessment – requires
essay on ‘Plato’s attitude to women in the which students can play with on different learning styles especially those outside of the little time to design but
ideas and concepts in a (e.g. visual, audio, Humanities. reading and providing
Republic’, why not take advantage of a
relaxed and ‘fun’ context. kinaesthetic). • Less confident students and feedback on the scripts
more ‘creative’ approach which requires those uncomfortable with could be comparable
students to write, instead, a short 10
• It could be particularly ‘fun’ if • It enables students who
students had an opportunity respond less positively to role play and ‘performance’ with that required for
minute radio script for an interview to ‘act-out’ the screen play in may find the acting-out of the an essay.
traditional ‘essay’ tasks with
between Paxman and Plato?) class. radio script a considerable • However, if the script is
alternative ways of
• The ‘acting-out’ process demonstrating their learning challenge. ‘performed’ feedback
could be used as the and their enthusiasm for the • Time needs to be dedicated to could be oral and
‘summative’ element of the subject. the process in order to do it happen in class – quick
assessment, with the script justice. Time in class is and simple.
• It requires students to particularly important
itself being a strictly demonstrate the same kind
formative element. especially if the students are
of understanding of and
• Detailed guidance may be required to ‘act-out’ the
insights into Plato’s ideas and
required and ‘exemplars’ of script. If done in pairs the
arguments, but within a
radio scripts provided so as time commitment could be
highly entertaining radio
to provide a sense of what is considerable. May, therefore,
‘debate’.
expected. be suited to small groups
• If video-taped, the acted rather than large ones.
‘performed’ screen plays However – the writing of the
could be shared with a wider script is something that can
audience via BB or the School be done regardless of cohort
website.
size.
•
No Formative Assessment Type Tips to make it work Pros Cons Other comments

6 Annotated bibliography • Students may be entirely • Students have to read, • If the link between the • Back-loaded
(Students develop an annotated unfamiliar with the concept summarise and evaluate annotated bibliography and a assessment – quick and
bibliography which summarises their of an annotated bibliography. sources – a key transferable summative assignment isn’t relatively simple to set,
The structure and purpose of skill. made explicit, students may but time-consuming to
reading up to a given point in time. The
the toll may need to be • Can be submitted as an struggle to perceive its mark and provide
bibliography can be closely linked to the clearly explained and ‘appendix’ (if needed) to the benefits. feedback on.
theme/focus of a subsequent summative examples/templates may summative assignment. • Students may need guidance • Develops a range of
assignment). need to be provided so they • Enables tutors to see clear not only in terms of how to important transferable
can articulate its value with evidence of students reading use the annotated skills.
respect to their own studies. and their understanding of bibliography, but also with • Develops a ‘way of
• Tutors should consider how what they have read. respect to how they might working’ that might
the annotated bibliography • Acts as a check against want to make choices about dramatically improve
can be directly linked to a plagiarism/collusion – there is what to include/exclude. learning in future.
summative an ‘audit’ trail showing how • The bibliography can be
exercise/assessment in order the student’s engagement submitted either prior
for students to perceive its with the disciplinary to the linked
full benefits. literature has evolved over summative assignment,
• It may be desirable for the time. or as part of it (e.g. as a
students to include the date • Tutor can provide a ready separate appendix).
they accessed each source so ‘template’ for students to
that the tutor can gain use.
insights into how their • Can help students to
reading has evolved over ‘structure’ their future note-
time, and how ‘effort’ has taking and build resources of
been spread between weeks. real value in building future
• The annotated bibliography assignments.
can be peer-evaluated. It is • Students develop critical
also possible to ‘pool’ them reading skills.
into a single group resource • Can easily be submitted via
(if this is deemed Hubs and demonstrate
appropriate). evidence of engagement.
7 The Patchwork Text • The exercise can be • The patchwork itself – the • This may be an ‘alien’ form of • Neutral assessment –
(This involves a structured series of short completed by individuals or bits contributed – may form assessment for some requires care/time to
pieces of work produced over the course by small groups. the formative element of the students. Careful design the exercise and
• In a group, individuals can assessment. The management may therefore to mark or evaluate
of a module. These are varied in style and
‘pool’ resources to be ‘retrospective’ overview may be required on part of the and/or provide
form (e.g. presentation, critique of an included in the Patchwork be treated as the summative tutor. feedback. If the
article or newspaper column reflective Text. element. • Detailed guidance may be reflective, retrospective
No Formative Assessment Type Tips to make it work Pros Cons Other comments

review of a teaching session, summary of a • In a group students can • The assessment is open, required regarding the account is kept
group discussion). These pieces are collectively (or individually) therefore, to some flexibility assignment parameters, what reasonably brief (e.g.
discussed by students, then, at the end of write the retrospective in terms of how it is should be included in the 1,000 words), then it
commentary which ‘stitches’ conducted and assessed. ‘Patchwork’, and how the could be relatively
the module the edited pieces are
the pieces together and • It enables students to each retrospective account should quick to evaluate. If
submitted along with a reflective,
which teases out ‘meaning’ contribute in a meaningful be structured. only the Patchwork is
retrospective commentary ‘stitching’ it all or ‘salient themes’ from the way to a common resource • Some students may submitted as a
together. Can be completed in groups or assemblage. which may have value contribute more materials formative exercise,
individually. • By including the date when outside of the group. than others to the Patchwork feedback on the
At Liverpool Univ staff have reported that pieces were contributed, the • The exercise enables students – tutor may need to include choice/range of
it encourages participants to “get involved students can create an ‘audit to draw on ‘topical’ items in an element of peer sources/evidence may
in critical evaluation throughout the trail’ which shows how the the media – this lends a sense assessment (e.g. using be needed.
module, and that it is highly motivating resource evolved over time of relevance and immediacy WebPA). • The approach has
and results in work of a very good and how they distributed to the learning process. • Groups may become worked well in other
‘effort’ hours. • The process of collecting and dysfunctional. An intervention HEIs.
standard”)
contributing resources strategy may be required by
ensures that students have tutor.
something to focus their
efforts on between class
sessions.
• The group-work approach
encourages peer support as
well as peer competition. It is
easy to identity ‘free-loading’
students.
• Can easily be submitted via
Hubs and demonstrate
evidence of engagement.
8 Students Write Next Year’s Exam! • This kind of exercise gets • Build group-work and team- • This kind of exercise is almost • Students do sometimes
(In the middle of a module, ask students to students to think rather working skills. certain to be ‘alien’ to most wonder why exams are
reflect on the module content covered so differently – in this case they • Students have to think students, but is entirely necessary at all since
are required to take off their carefully about the nature of appropriate as a way of they require skills and
far. Ask them to design an Exam paper
‘student’ hat, and put on exams, and how module addressing students’ require students to
that can be set for next year’s students their ‘assessor’ hat. This is a outcomes can be awareness of the nature and work in a format which
which might pose a robust test of their healthy process that forces demonstrated. purpose of assessment. is rarely required in the
learning in relation to the first half of the students to think very • Provides an excellent form of • For the exercise to have workplace. This kind of
module. Ask them to justify and explain carefully about the issues, exam revision for their own maximum benefit, sharing exercise provides a
their choice of questions etc., and to concepts, ideas, debates etc exams. examples between student means by which tutors
No Formative Assessment Type Tips to make it work Pros Cons Other comments

provide some indication of what a model that they have engaged with • The short/small size of the groups is likely to be can demonstrate the
answer might comprise. The end result is and how the module end product (e.g. 2 sides of necessary/desirable. value that exams have
an annotated exam paper with questions, outcomes in question can be A4) means that the task isn’t • Dedicated time in class to as a tool for assessing
achieved via an assessment too daunting. review examples is likely to learning.
justifications, and some indication of what
process – this case an Exam • This might actually produce provide a very effective way • The annotated exam
model answers should contain).
Paper. some really good ideas for of providing feedback, but papers produced by
• This is probably best done in future exam papers! may be time-consuming. students may provide
small groups, with students useful teaching
pooling their ideas and materials for the tutor
producing an agreed final to use with future
‘product’. The exercise groups.
therefore also builds team-
working skills and negotiation
skills.
• The final product may be
limited to 2 sides of A4 – inc
questions and
justifications/bullet points.
• Providing some guidance and
some ‘exemplars’ may be
necessary so that students
have a clear sense of what is
expected in the form of an
end product.
9 Poster Presentation • Poster presentations can be • These can be used to give • This might be an ‘alien’ • Front-loaded
(Completed by individual students or in genuinely ‘empowering’ for students the chance to format of assessment for assessment – requires
small groups). students since they enable explore issues outside of some students and requires care and time to design
them to demonstrate those addressed in lectures, them to work in a different but can be relatively
learning in an unconventional or can provide opportunities way. quick to mark -
format with considerable for students to reflect on • Students require clear especially if peer-
freedom in design etc. Some (revise) topics already guidance on how to choose assessment is
tutors provide a basic ‘design covered in class. topics, what to include, and employed. Feedback
template’ for students to • They require students to how to layout the poster can happen orally in
utilise – this results in a more consult relevant sources, itself. class.
consistent visual style, but draw on their developing • Time and space need to be • A number of websites
can limit creativity. understanding of their topic, dedicated to reviewing the now offer free
• Posters often appeal to discuss it with members of posters in class. Tutors need download templates
students who favour a the group. to consider if there are ways for poster
No Formative Assessment Type Tips to make it work Pros Cons Other comments

‘visual’ learning style – and • Students have to present that key elements of ‘content’ presentations.
also facilitate the exercise of ideas, concepts, findings etc can be covered using posters, • Extra ‘value’ can be
a greater range of skills than it in a different format, using rather than tutor-led lectures gained by ‘exhibiting’
those used in the traditional transferable ‘design skills’. etc. students’ posters in the
‘essay’. Tutors may wish to • Posters can be ‘exhibited’ • The ‘feedback’ process can School of Study. This
consider carefully what and discussed in a class happen orally and may has two major
proportion of the marks session and/or shared more include extensive use of peer advantages: firstly
available should be awarded widely. feedback (students students’ work is
for ‘creativity or originality’ • Peer feedback can play a commenting on each other’s exposed to a wider
and ‘quality of design’. valuable role. posters). audience; secondly
• Poster sessions can be fun • Posters may be difficult to staff and other
and have the flavour of an submit in e-copy format via e- students can be invited
‘event’, especially if they Vision due to file-size to ‘score’ or ‘provide
include external participants, constraints. feedback’ on the
refreshments and prizes. In posters too –
other HEIs students have something which could
highlighted how much they be built into the
value assessments of this formative feedback
kind. process.
10 Media Log • It is important that students • Very student-led, with • Requires students to engage • The use of Media Logs
(Students collect items relating to the understand and appreciate emphasis on students taking in the process without the of this kind is becoming
module as reported in media such as the ‘relevance’ of the responsibility for their own expectation of receiving a increasingly common in
subjects they are learning learning. ‘mark’ for their contributions. HEIs.
newspapers, blogs, magazines, websites
and the module content. One • Informal but fun way of • Monitoring of the Log and • It has the effect of
etc. Each student contributes one item way of achieving this is to set taking advantage of the provision of ‘pooling’ the reading
each week and explains or justifies its in place a group Media Log. reading, web-surfing and TV commentary/feedback that students are
inclusion into a group media Log) This can be entirely informal, viewing of students on a requires some commitment of collectively engaged in.
but gives each student an weekly basis. tutor time. • It provides a useful
opportunity to contribute. • Gives everyone a chance to • Some contributions may need resource of topical
This could be developed in contribute. to be ‘moderated’. materials that could
Blackboard VLE. Students • End ‘product’ is a real value. influence the ‘teaching
could be invited to comment • Could be a useful revision materials’ used by
and provide feedback on the tool. tutors in future years.
new items added to the • Could also be useful for
Media Log each week. The subsequent cohorts.
final product is a valuable, • Tutors could moderate and
concrete resource of value to provide feedback on
the whole cohort. It could
No Formative Assessment Type Tips to make it work Pros Cons Other comments

also inform students’ additions to the Log on a

summative work. weekly or fortnightly basis.
• Could ‘spark’ ideas for future
projects and dissertations.
11 The ‘Whole School Project’ • This kind of project can take • This kind of project can be • A small staff team needs to • Front-loaded
(This could involve all BA years working place outside of the ‘formal’ designed by staff but without develop and oversee the assessment – requires
together in teams to produce a designed assessment process on a a major input of staff time whole school project. care and time to design
course – it is simply an during its implementation. • Buy-in is needed at senior but quick to judge or
‘product’. At Liverpool Univ the
activity within the School • The projects are student-led levels within the School. evaluate.
Architecture Dept focused on student that builds student and can include an element • This kind of project, if
• Prizes/awards need to be
teams developing an educational engagement and of peer assessment. purchased – these could take used creatively, could
‘Architectural Game’. The groups were employability-related skills. It • The whole school project form of studentships or cash transform students’
around 7-8 in size with at least two from is voluntary and develops a promotes school cohesion bursaries or book tokens. perceptions of their
each year, and the year 3 students acted sense of School ‘esprit de and loyalty. • May be very difficult to School of Study.
as managers. The exercise lasts a week corps’. It builds • Products may be of a involve all UG students. • It facilitates cross-
and ends with presentations by each entrepreneurial qualities and commercial or potentially • Voluntary nature of exercise cohort collaboration
group, and judging, with prizes awarded. attitudes and may result in a commercial nature. may result in a low take-up. and combats the
product than can be • Awards and prizes can be • Time has to be set aside to frequently noted
This is an excellent way to help deliver and
commercialised. recorded on the HEAR and evaluate the project problem of ‘lack of
encourage key skills such as group • Commitment is needed from awarded at congregation. ‘products’. contact’ between Year
working, management skills, presentation the School with a small staff groups in Schools (e.g.
• Builds a real sense of healthy
and so on. There was a vote at the end of team overseeing its competition between Year 1 students
the project and over 95% of the students development and students. working together with
thought it was a good project to have implementation. Year 2 students).
worked on, and thought it should • The informal nature of the • PG students could act
continue. exercise (it does not as managers, working
necessarily result in a ‘mark’ with UG students….
or inform grades) is a real • It ‘adds value’ to the
strength – it is about learning student experience by
and collaboration, not providing informal
achieving marks. learning opportunities
which have tangible,
concrete outcomes.
12 Peer-feedback on Writing • Ask each student to write 500 • Student-led. • Some students may be • This is a tried, tested
(This peer assessment is particularly useful words about a key • Requires students to use unfamiliar with the notion of and proven model of
for the writing process. Students are theme/topic from a choice of evaluative skills. peer assessment and providing formative assessment
three or four. • Gets students to work peer feedback. Some may feel that has been
paired and asked to read each other’s
• Then get students to review together (good ice-breaker)? self-conscious about sharing extensively employed in
No Formative Assessment Type Tips to make it work Pros Cons Other comments

written work. The reader must identify each other’s work in class. • Involves peer learning and their written work with fellow schools for many years.
two things the author did well (stars) and • Allow time for students to collective input. students – even if it is only 500 There is no reason at all
one specific suggestion for improvement discuss and carry-out • Requires students to think words. why it should not be as
reciprocal review of each carefully about areas where • Needs to be carefully managed effective (or even more
(the wish). Before implementing this
other’s work. their own work could be – students may need some so) in a HE setting.
strategy, students must be trained on the
• Then ask each student to enhanced in future. guidance and advice regarding
process of providing appropriate feedback award two stars and a wish (2 the peer assessment process.
• Involvement of tutor time is
to their peers. The teacher can use this positives and 1 item for minimal in terms of • Time needs to be dedicated to
strategy as a formative assessment by future development). overseeing the process. ensuring sufficient discussion,
circulating around the classroom and • Tutor summarise some of the and summarising at end of the
listening to the conversations between positives and all of the ‘future process.
partners) development’ items –
provides a copy to the class as
an aide memoire.
13 Reviewing ‘Exemplars’ of Student • This is a strategy already • As one UEA colleague has • Ideally, students should be • Neutral assessment –
Work employed on some modules, noted from her own warned in advance that their relatively easy to design
with considerable success. experience in HUM: “This work may be used for this kind and can be discussed in
(Circulate anonymised examples of
• Some staff favour sharing just practice consistently exposes of purpose, or their permission class without need for
essays/projects etc. and review/analyse in st
1 class ‘exemplars’ so that and recasts first year should be sought. written feedback.
class with students. This kind of formative students understand better expectations of degree level • Exercises like this require • One UEA lecturer has
exercise has a powerful impact on how they need to develop study - 'the paragraphs are dedicated time in class or in noted “Students
students and is often highly effective in their approach to gain the much longer than I would seminars to explore fully the coming into a new HE
‘de-mystifying’ the assessment process, highest marks. normally do', 'I'm surprised at qualities of the exemplars and system need us to
assessment criteria, staff expectations, • Others prefer to share both how many footnotes there to give students opportunities ‘unpack’ the
structure, analysis, written English weak and strong exemplars are', ‘there’s no big words for to work in groups, unpack expectations behind
requirements etc. Mock marking exercises which illustrate both the sake of it here’, and 'I assessment criteria etc. some of the words we
ineffective and effective study didn’t know you were allowed used most often in
can be highly effective – though it is
strategies. to do this kind of thing', ‘the assessment”. This is a
probably best to give students a chance to essay was surprisingly very effective way of
• Some staff combine with a
indicate their preferred mark detailed examination of the interesting’ - are frequent doing just that.
anonymously. Comparing students’ marks Senate Scale marking comments”.
with the real (actual) mark and feedback descriptors, or consider in • Copies of student work are
can usefully reveal differences/gulf relation to other ways of readily available and
between students’ expectations and those conceptualising student anonymous submission means
of staff) learning, such as Bloom’s that scripts are often already
As Sambell has argued, “Lecturers should Taxonomy, which can be ‘anonymised’. However,
mapped against the marking exemplars need to be chosen
be explicit about assessment methods and
bands on the Senate Scale. carefully to demonstrate or
No Formative Assessment Type Tips to make it work Pros Cons Other comments

criteria and discuss these with students. illustrate key themes.

Students need to be clear about what
constitutes good work. It’s not good
enough to tell students what the
assessment criteria are, they need to
actively participate in deepening their
understanding of what good work is.”
14 The Reflective Learning Log • The weekly reports can be • Enhances levels of continual • Some students may struggle • Neutral assessment –
(Students produce a reflective short very informal, only 1 side of engagement and ‘effort’ with the weekly demands relatively easy and
written ‘report’ each week which A4, and even handed-in across the semester. placed on them to ‘reflect’ and quick to set the
anonymously. They can be • Encourages the development provide learning reports. assessment and provide
contributes to a Reflective Learning Log.
collected on BB. of continual reflection. • The manner of providing guidance. Regular brief
As one UEA colleague in HUM has noted: • Tutors sometimes provide feedback needs careful feedback thereafter.
• Helps students to take
“it is not always possible to ensure that brief feedback on the weekly responsibility for their own management if the time • One HUM colleague has
students fully engage with all of their reports. learning. commitment is to be kept noted: “It allowed for a
modules, or, indeed, with all of the • In some cases, tutors have • Can link to a subsequent within reasonable bounds. regular, consistent,
material on any given module. In addition, tutorials to discuss weekly summative assignment. intellectual and
I have found often that the students lose logs. • Can be very informal, or pedagogical
sight of the aims of a module, or its • The ‘formative’ Log entries submitted via HUB. conversation to be
overarching ‘narrative.’ The idea of the can be pulled together with a • Provides evidence of had … it resulted in
reflective narrative/analysis engagement. 100% attendance as the
weekly log/report is to encourage the
in a summative submission. students felt very
students to continue thinking about what strongly that this was
• Students need to be guided
they have learned in seminars from week their module that they
with regard to the nature of
to week, and to ‘narrativise’ the links the ‘reflection’ required. were integral to; and
across the semester”) the students were
absolutely engaged
with the material that
we were studying”.
15 Self-assessment of formative essay • A self-assessment checklist or • Encourages reflection and • As the SCI colleague in • Neutral assessment –
submission ‘set of criteria’ can be self-assessment – important question has noted: “Overall, relatively quick to
provided to students which translatable skills of value in students prefer feedback that design and set, and use
(One SCI colleague has used student self-
nd they complete prior to the workplace. includes specifics on how to of checklist means
assessment as a tool to enhance 2 year submission of the formative • Encourages students to be improve; they find self- feedback demands are
students’ understanding of what makes a essay. The students reflect on more ‘critical’ of their own evaluation and reflection more not overly onerous for
really strong scientific essay or report. how well they have met the work prior to submission – difficult and are less likely to the tutor.
Some SCI students rarely write ‘traditional criteria. helps to ‘iron-out’ common engage voluntarily with this • The SCI colleague who
No Formative Assessment Type Tips to make it work Pros Cons Other comments
st nd
essays’ in their 1 and 2 years, which • Tutor can then use the same problems in writing etc. mode of formative used this self-
means they sometimes struggle to checklist or criteria when • Provides a clear reference assessment”. assessment strategy
develop well-written dissertations in the providing feedback. This can frame against which students • The value of the assignment for noted that: “essay
be used to provide rapid evaluate their performance. future modules (feed-forwards) writing was improved
final year. The formative self-assessed
nd feedback. • Formative essay can be needs to be clearly articulated and no students who
essay in the 2 year helps to address this
• Some tutors combined the submitted via HUB and used for students to engage completed the self-
problem. The Self-Assessment Checklist exercise with workshops to demonstrate robust effectively and enthusiastically. assessment table had
used can be found in Appendix B) where resources/evidence engagement. significant omissions in
are reviewed, and aspects of • The use of the checklist form the coursework.
the essay/report are means that providing • A high average
unpacked in more detail. feedback is relatively quick formative mark of 64%
• Students need to be provided and simple. was maintained over
with some guidance on how two year period despite
to self-assess, and how to significant increase in
apply the criteria in the self- number of international
assessment checklist. (EAL) students in
second cohort.
16 The Mock Exam & De-briefing • The choice of questions needs • Prepares students for the • Time may need to be • In general it is desirable
(Mock exams will be more than familiar to careful design/planning in particular challenges of the scheduled into the module aim to ensure that
most UG and PG students. However, the order to develop key ‘exam’ format assessment – schedule for the ‘mock’ exam students are properly
knowledge, insights, etc, e.g. writing at speed using a in ‘exam conditions’. equipped and prepared
nature of the ‘mock exam’ can be tailored
whilst not replicating too pen (something students • Time needs to be dedicated to to undertake the
to maximise the ‘feed-forwards’ function closely the summative exam. rarely have to do in other the de-briefing process. summative
and the impact on student learning. The • Tutors may wish to consider areas of their degree studies) • The de-briefing process may assessments which
de-briefing aspect is, arguably, the most whether the ‘mock’ is • Builds insights into the have limited value if not all the influence their degree
important aspect to get right – this needs conducted under exam purpose of exams, effective students attend. classification. In this
to focus on areas where students conditions or in the students’ exam strategies, marking • Module schedules and sense, it is good
performed well and on areas where own time. Each approach may criteria etc. pressures on contact time may practice to include
knowledge, understanding, insight or have advantages and • De-briefing workshop or limit opportunities to include a ‘mock’ exams of this
analysis were lacking. Reasons for strong disadvantages. written de-brief provides an ‘mock’ and a formal de-briefing kind so that students
• Tutors may wish to include a excellent opportunity for prior to the summative exam. can ‘practice’ the skills
and poor performance can be ‘unpacked’
self-assessment or peer- ‘revision’ of key topics, issues • Designing mock exams is a and strategies required
along with a detailed reflection on exam in the exam room.
assessment element (or both) etc. time-consuming and complex
techniques/strategies, and revision of key prior to the students’ • If the de-briefing includes a process – not all staff may feel
topics. Timing is critical – students need submitting their formative self or peer-assessment it is time well spent.
time to absorb and act on the de-briefing scripts to the tutor or the component, this can also build
prior to their summative exam). HUB for marking/feedback. skills of reflection, peer
• Should the ‘debriefing’ and evaluation etc.
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feedback take the form of

written feedback or happen
orally/verbally in a de-briefing
workshop? Or both?
17 Problem-Solving Exercise(s) • For this kind of formative • Student-led approach – • Success of this formative • Neutral assessment –
(This kind of approach to formative assessment to work most enhances student autonomy assessment is highly in the sense that the
assessment involves setting students a effectively, some care may and self-directed learning dependent on students being requirement for
need to be taken when strategies. equipped to work effectively in feedback is spread
series of ‘problems’ to explore in groups.
splitting the class into groups • Takes the emphasis off tutor groups, and being provided across the semester.
The following provides an example in order to ensure ‘balanced’ ‘delivering content’ and places with suitable ‘problems’ and Some up-front design
employed at Heriot Watt University: In groups. greater emphasis on tutor as a resources required to explore of problems,
class (seminar style room) students split • Some guidance and ‘facilitator’. them. materials/resources is
into groups of 4 for all classes and they preparation for the group- • Students gain sense of • Groups may become required.
work together – peer supporting. They working process may be achievement by solving dysfunctional – tutor needs to • In the Heriot-Watt
bring along notes and support materials. necessary – e.g. effective problems presented to them. have strategies in place to deal example, students
It’s an informal atmosphere and students strategies, accommodating • Students gain profound with the problems that submitted an exercise
can leave to source other material, differences in learning styles, insights into the occasionally arise from every other week and
awareness of team role subject/discipline. groupwork. got formative feedback
eat/drink etc. Six exercises (“Problems”)
theory etc. • Develops study strategies • Some students may not the following week. All
are set in two week long stints. Each members of each group
• Careful planning re provision likely to be important for engage, some may invest more
session is slightly more complex than the of ‘problems’ and group ‘effort’ than others. handed in an
success in subsequent
previous requiring further preparation by learning resources in modules. • Students are sometimes assignment every time.
reading in the notes etc. Exercises are required. • Emphasis on team-working resistant to groupwork – but if Each was looked at
problems that require knowledge from the • Student-led problem-solving and problem-solving develops the assessment if purely briefly and evaluated at
materials provided, external sources and workshops may need to be employability skills and formative concerns about Pass/Fail level and one
other parts of the course) backed-up with group attitudes. ‘marks’ being influenced by from each group was
tutorials. other ‘free-loading’ students selected for detailed
can be ameliorated. feedback. Tutor visited
each group to provide
verbal feedback on
each of the
submissions.
18 The 3-2-1 Discussion • The whole 3-2-1 exercise • This is a proven form of Very few disadvantages to this • Neutral assessment –
3 - Things you found out about the topic. can be done in ‘real-time’ formative assessment with a kind of exercise – except that, of in the sense that the
in class, or can be set as a long history of successful course, it does require exercise is simple to
2 - Interesting things about the topic.
application in schools. appropriate allocation of time in set, requires no written
1 - Question you still have about the topic. small exercise to be
• It is student-centred and class/seminar. feedback from the
completed in time for
(This gives students a chance to student-led. The students’ 3- tutor, and involves no
No Formative Assessment Type Tips to make it work Pros Cons Other comments

summarize some key ideas, rethink them discussion at the 2-1 points can inform the ‘marking’ as such. All
in order to focus on those that they are subsequent class session. entire structure of the class or feedback, guidance is
most intrigued by, and then pose a • If students send their 3-2-1 the subsequent class session. provided orally in class.
question that can reveal where their points to the tutor, the • It is easy to set, and the tutor
acts primarily as a ‘facilitator’
understanding is still partial or vague.) tutor can then draw on
in the class session built
them to structure the class around the 3-2-1 points.
session/seminar. • Where students ‘flag’ things
• Experience indicates that they are unclear about, it
this is highly effective in provides the tutor with an
engaging students since opportunity to ‘target’ these
the discussion is based areas effectively prior to
around their own ideas, completion of an exam or
the information they have summative assignment.
found, and the question(s) • Students share their 3-2-1
points. This can be done
they flagged.
anonymously so as to avoid
any self-consciousness,
anxiety or potential ‘loss of
face’.
19 Question Time Debate (from • The lecturer or students • Students have the opportunity • For an effective Question Time • Neutral assessment –
Norwich) can create the questions to practice and rehearse the debate, tutors need to think of This activity is simple to
and statements; key arguments regarding questions from the audience in set and requires no
Students are required to prepare an
• Some guidance for the particular concepts and issues; case students don’t develop written feedback from
evidenced response around a particular • Students have the opportunity many; tutors. All guidance is
question or statement in the format of types of ‘questions from
to develop their knowledge • Students may be unwilling to provided orally by
BBC Question Time. In small groups, the audience’ to ask and understanding through ask questions and others will tutors and peers.
students have 5-10 minutes to present supports students to the use of relevant literature dominate discussion so it is
their view and argument. This is then generate open questions; and sources; important to develop a ‘safe’
followed by wider discussion and • Students can be given the • Students can develop atmosphere for the debate to be
questions from the audience. And then role of summarising the synthesis of argument and held in. It may be appropriate to
other views/arguments are presented. key features of the summary-making skills; establish some ground rules for
discussion at the end of • Tutors are able to listen to the debate.
Students also submit a 1-sided hand-out
the debate. students articulate viewpoints
with the key substantiated arguments.
and understanding to
formatively assess learning
which is taking place;
• Tutors can use the
No Formative Assessment Type Tips to make it work Pros Cons Other comments

opportunity to feed-forward.
20 Formative Post-It Notes • The lecturer is able to • Tutors can assess the learning •Some students may need • Neutral assessment –
This activity is ideal for larger cohorts of informally assess the learning of and understanding of large longer to absorb the learning this doesn’t add to the
students and suitable for lectures as well the students and check levels of cohorts of students in a and may not like being lecturer’s workload – it
understanding; relatively short time-period; questioned on the spot. is simply a matter of
as seminars. After presentation of
• This method gives students • Any misconceptions of •To overcome this, lecturers can changing, in a small
information, the lecturer asks students to and the lecturer the understanding can be explicitly tell the students that way, the use of time in
summarise the concept of the lecture on opportunity to clarify any addressed in a timely manner. this will feature towards the end lecturers or seminars.
post-it notes. Crucially, the summary misconceptions of the lecture.
should be approximately two sentences.
The lecturer checks over then during a
short break/activity and selects a sample
of responses. Making sure they’re
anonymous, they then discuss them, gives
a viewpoint and invites students to
comment.
21 Work in Progress (WiP) assignments • This activity encourages • Tutors can assess students’ • Students may not wish to This involves giving
Students complete two essays. One is students to reflect on aspects understanding and utilisation engage with the feed-forward feedback twice, but
of feed-forward tutor of the feedback.; comments. emphasis on final
submitted mid-semester and one at the
comments. • It provides students with an • Students may not understand submission can be on
end. As part of the second assignment
• Students have the opportunity to develop an the comments so guidance/ tick-box system against
students are required to indicate how they opportunity to engage in understanding of the feedback intervention needs to be learning outcomes (i.e.
have responded to feedback outlined in formative/developmental writing process provided so they have the has student met the
the first submission. process of essay writing opportunity to ask questions. criteria?), with detailed
written feedback
concentrated on the
st
formative assignment (1
submission).
22 Designing a leaflet/pamphlet • Give the leaflet a ‘real-world’ • Students often greet this • Very few disadvantages to • Neutral assessment –
This type of formative assignment requires setting, for example an activity with enthusiasm as this kind of exercise, except some thought about
students to write for a particular audience audience that they may they find it more realistic for the problem that the purpose of the
encounter in future than the academic essay. students will engage at leaflet, or a ‘design
and this helps students to communicate,
employment. • As students have to fully various levels and with framework’ might be
and make connections with ideas rather • Tell the students that the best understand the subject differing effort input. required to provide
than just feeling that ‘nobody really reads examples will be seen by a matter to communicate it to guidance, but generally
it, just lecturers’. In this assignment tutors wider audience, or used ‘for the lay audience, tutors can speaking this kind of
specify a ‘real’ audience and ask students real’. see if students have fully assignment should not
No Formative Assessment Type Tips to make it work Pros Cons Other comments

to present concepts in a clear and understood the topic. add considerably to

accessible way, and without workloads – it could
misrepresenting or simplifying the subject. also be used as basis for
a competitive element
Generally, this assignment seems to
within the group, could
enthuse students and requires them to
promote groupwork
read around the subject because they are etc. An early version
required to fully understand the literature might be formative,
to be able to present it clearly. with more polished
version having a
summative function.
23 Test to monitor personal progress • Guidance needs to be given • Independently students can •Students may not understand • Front loaded
This activity enables students to reflect on to students to ensure they monitor their own progress the standards and scores so assessment – care
their progress throughout their degrees. understand the standards and and reflect on their strengths guidance needs to be taken to needs to be taken in
levels of the test. Tutors also and weaknesses. ensure students do not feel the design of the test,
The same test, which is marked in relation
need to ensure that students • Tutors are able to assess despondent/ demotivated by and in explaining its
to the standard of knowledge and understand that progress in students’ level of their scores. purpose to students.
understanding expected in the final year is terms of the score is understanding and address Ideally elements may
given to students in years 1, 2 and 3. The expected. any issues with ‘performance’. be multiple choice or in
pass rate is lower for students in the • Guidance needs to be readily short answer format so
earlier years and this enables students to available for when students as to facilitate rapid
monitor their own assessment journey in have identified their strengths marking and feedback.
relation to the expected standard. This and weaknesses.
enables students to identify their
strengths and weaknesses and the areas
they need to improve.
24 Oral Assessments • To promote student • Oral assessments can be •Some students may find it Front loaded assessment
This formative activity draws on the use of engagement, students can be completed efficiently during a difficult to articulate their – time and care needed
asked to create their own class or tutorial. understanding in this different to establish the choice of
individual 15 minute vivas, where the
questions as a class and the • This type of assessment format so care needs to be questions to be asked,
students are asked ‘unseen’ questions on
tutors can select from these. means students are given taken to ensure they are but feedback can be quick
the topic or wider subject. then opportunity to verbally appropriately guided. and immediate
communicate their
understanding rather than
writing it down like the
tradition essay.
No Formative Assessment Type Tips to make it work Pros Cons Other comments

25 Writing in groups • Give students an example of a • Similarly to the previous •Students may not wish to work • Front loaded
This activity enables students to work handbook that represents an activity, students feel in small groups and share assessment – care and
together on tasks rather than in isolation authentic document within enthused at the prospect of a ideas. time needed to develop
the workplace. realistic activity as opposed to the exercise and give it
(as they often do when writing academic
the traditional academic a ‘real world’ feel and
essays). Students are required to write essay. focus. Time then
short pieces about particular concepts and needed to provide
ideas and discuss these in small groups. feedback to groups
For example, it could be a handbook on a and/or the individuals
particular subject. The summative involved.
assessment could be to individually write
an introduction to the handbook and draw
on the short pieces. The second piece
could require students to critically reflect
on their choices and the process.