D Nicol et al.
Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). This publication provides practical recommendations for policy-makers, senior managers and teachers on how to implement institutional change in assessment and feedback practices. These recommendations are based on a review of the research on formative assessment and feedback from the perspective of the first-year experience. The review goes beyond a summary of the literature, however, in that it links the research to the concepts of integration and empowerment - concepts that frame current thinking about the first-year experience. The publication also provides a wide range of practical examples of good practice in implementing formative assessment in different disciplinary contexts.
Published using Mendeley: The reference software for researchers