Formative Assessment and Feedback in Post-Digital Learning Environments
Disciplinary Case Studies in Higher Education
1st Edition
Published on 26. March 2025
Book
Paperback/Softback
256 pages
978-1-032-41894-0 (ISBN)
Description
This fundamental text provides cutting-edge theory and practical insights into how formative assessment and feedback can be used enhance student learning development through exploring an exciting range of case studies from experts in the field.
Underpinned by relevant theory and real-world advice spanning the global higher education sector, this book examines the importance of technology and digital education in shaping the use of assessment and feedback in higher education. Presented through international perspectives in assessment research and practice across a broad array of subject disciplines, the book focuses on the inclusion of empirical evidence, as well as the contemporary issues and challenges currently facing formative assessment. The case studies bring to life strategies and approaches that utilise a combination of digital and material tools to promote a range of innovative formative assessment practices, including facilitating dialogic formative assessment and supporting peer review and co-production of feedback artefacts. Each case study is divided into the context behind it, the strategy, practice, impact, and key learning outcomes, presenting a series of opportunities for practitioners to consider and embed in their practice.
Aimed at experienced and early career practitioners in higher education, as well as third space practitioners such as learning and educational developers and designer, this text is ideal reading for educators who wish to see evolution in higher education, using the lessons learned from utilising educational technology to focus on student learning in increasingly digital environments.
Underpinned by relevant theory and real-world advice spanning the global higher education sector, this book examines the importance of technology and digital education in shaping the use of assessment and feedback in higher education. Presented through international perspectives in assessment research and practice across a broad array of subject disciplines, the book focuses on the inclusion of empirical evidence, as well as the contemporary issues and challenges currently facing formative assessment. The case studies bring to life strategies and approaches that utilise a combination of digital and material tools to promote a range of innovative formative assessment practices, including facilitating dialogic formative assessment and supporting peer review and co-production of feedback artefacts. Each case study is divided into the context behind it, the strategy, practice, impact, and key learning outcomes, presenting a series of opportunities for practitioners to consider and embed in their practice.
Aimed at experienced and early career practitioners in higher education, as well as third space practitioners such as learning and educational developers and designer, this text is ideal reading for educators who wish to see evolution in higher education, using the lessons learned from utilising educational technology to focus on student learning in increasingly digital environments.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Professional Practice & Development and Professional Reference
Illustrations
8 s/w Tabellen, 8 farbige Zeichnungen, 22 s/w Abbildungen, 8 s/w Zeichnungen, 6 s/w Photographien bzw. Rasterbilder
8 Tables, black and white; 8 Line drawings, color; 8 Line drawings, black and white; 6 Halftones, black and white; 22 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 15 mm
Weight
421 gr
ISBN-13
978-1-032-41894-0 (9781032418940)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Sam Elkington | Alastair Irons
Formative Assessment and Feedback in Post-Digital Learning Environments
Disciplinary Case Studies in Higher Education
Book
03/2025
1st Edition
Routledge
€226.90
Shipment within 10-20 days
Sam Elkington | Alastair Irons
Formative Assessment and Feedback in Post-Digital Learning Environments
Disciplinary Case Studies in Higher Education
E-Book
03/2025
1st Edition
Routledge
€49.99
Available for download
Sam Elkington | Alastair Irons
Formative Assessment and Feedback in Post-Digital Learning Environments
Disciplinary Case Studies in Higher Education
E-Book
03/2025
1st Edition
Routledge
€49.99
Available for download
Persons
Sam Elkington is Professor of Learning and Teaching at Teesside University, UK, and is a PFHEA and National Teaching Fellow (NTF).
Alastair Irons is Deputy Principal and Deputy Vice Chancellor and Professor of Computer Science at Abertay University, UK. He previously served as Academic Director for Digital Education and Dean of the Faculty of Technology at the University of Sunderland, UK.
Alastair Irons is Deputy Principal and Deputy Vice Chancellor and Professor of Computer Science at Abertay University, UK. He previously served as Academic Director for Digital Education and Dean of the Faculty of Technology at the University of Sunderland, UK.
Content
1. Introduction 2. Formative Assessment and Feedback in Post-Digital Higher Education 3. Creating a formative-feedback trialogue by embedding an e-learning theory package into undergraduate music education. 4. Reflective Writing Online as a Powerful Formative Assessment Tool in Teacher Leadership Development 5. Developing student employability through formative assessment and virtual project learning in the social science curriculum 6. Using formative feedback to scaffold and manage student wellbeing in an accelerated online research course 7. Promoting Situated Change Towards Sustainability and Climate Action through Post-Digital Online Distance Learning Pedagogy 8. Conversations in Context: Reframing Assessment for International Trainee Teachers 9. Formative and Summative assessment rubrics for a UK postgraduate taught Education Studies module 10. Implementing ipsative feedback through interconnected tasks and comparison processes in a direct-entry program 11. An online peer assessment tool for embedding authentic feedback literacy in students studying creative subjects. 12. Integrating Scaffolding Instructional Strategy through Digital Tools for Improving Academic Performance among Undergraduate Finance Students 13. Developing an Experiential Formative Assessment Activity with GIST (Gamification, Instructing, Sharing, Tracking) Framework 14. Formative feedback for international supply chain post-graduate students combining digital and face-to-face formats to enhance engagement and criticality. 15. Meet Zara: An AI-generated teaching assistant for enhancing formative assessment and self-regulated learning 16. Creating an academic safety net for newly inducted undergraduate medical students using formative assessments and feedback 17. Using e-Portfolios and video reflections to support postgraduate students' personal and professional development 18. Using digital multisource feedback to provide medical students with formative feedback on their workplace behaviour and professional progress 19. Formatively assessing competency in practical skills in the Biological Sciences through direct observations and oral feedback 20. Embedding Formative Assessment in the Flipped Statistics Classroom 21. Embedding Formative Feedback through Differentiated Instruction using Microsoft OneNote Class Notebooks 22. Scaling up and automating formative assessment in computer science 23. A Data-Driven Approach to Student Support using Formative Feedback and Targeted Interventions 24. Beyond the Unit: A Course-Wide, Iterative Formative Assessment and Feedback Framework for Enhancing Learning and Employability Skills in Computer Science Education 25. Formative Diagnostics for Student Transitions & Success through Personalised Guidance 26. Using an ongoing Formative Feedback approach to support Early Career Academics make progress towards their End Point Assessment 27. Reimagining Formative Assessment and Feedback: Propositions for Practice