What do we mean?
- Assessment for Learning (AfL): feedback-based process by which lecturers elicit evidence of students’ learning via informal evaluation strategies.
- Formative Assessment: Low-stakes assessments to develop students knowledge and skills and provide opportunities for students to receive, reflect on, and implement tutor feedback.
- Summative Assessment: High-stakes assessment designed to evaluate student learning.
Quick Guides - Guidance for Tools on Assessment
Overview of Assessment Tools
The key digital systems used to support online formative and summative assessment include:
- Assignment tool - allows submission of work via File Submission (students upload a file for assessment) and Online text (students directly type their responses into Moodle).
- Group Peer Review activity - the Group Peer Review activity allows students to rate one another anonymously, which is aggregated and used as an individual weighting.
- Quiz activity - allows the teacher to design and build quizzes consisting of a large variety of question types including multiple choice, true-false, short answer and drag and drop images and text. These questions are kept in the Question Bank and can be re-used in different quizzes.
- NUMBAS activity - this external platform supports complex mathematical formative assessment in Moodle (contact firstname.lastname@example.org for more information).
- Students can upload to video submissions/presentations to a unit's assessment folder.
- A Panopto quiz can be added a chosen point in the video, which determines navigation
- the Re:View Recorder allows staff and students can use it to produce and upload video presentations.
Please note that non-Bath digital platforms may be used for formative assessment, provided no personal data is collected, but must not be used for summative assessments.
Assessment for Learning (AfL)
Assessment for Learning through the process of providing formative tasks and subsequent feedback can play a fundamental role, particularly at the current time, in the student learning journey. AfL has the potential to promote deep learning and encourage students to develop autonomous study skills. When appropriately designed, formative work fosters engagement and can also serve as a motivator for independent study time that is meaningfully aligned to the summative assessments and learning outcomes.
Designing Formative Work and Assessment
‘The changes required to implement effective formative assessment are not about the addition of a few tests; they involve redesigning teaching and learning. Changing feedback is at the heart of pedagogy – it is never marginal.’ (Boud, 2000: 158)
Following Boud, students would benefit from the embedding of formative work and feedback strategies at Course and Unit design levels. This could be achieved by:
- Programme-wide strategies for embedding formative work as part of overall learning design of learning, teaching and assessment strategy.
- Advising students of the role of feedback and of how to use it effectively
- Use of formative online tasks to complement and reinforce teaching
- Link all formative work to assessed work, making its value explicit