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Formative Assessment in Higher Education

By Nisreen Ahmed and Wilma Teviotdale

Abstract

Assessment is a key driver in higher education. As summative assessment is high stakes students tend to focus on this aspect and, with various other constraints, overlook the importance of formative assessment. Research evidence has shown that formative assessment does improve learning. Research has carried out in this area which has taken place at school, colleges and higher education level. This paper outlines an on-going three year TQEF project undertaken at the University of Huddersfield’s Business School. The project aims to provide a more co-ordinated, and effective approach to formative assessment, placing this at the centre of quality enhancement in the curriculum, thus prompting learning, enhancing retention, progression and encouraging students to excel in their learning. The project’s main focus is on first year undergraduate students. To support the project a survey of current first year undergraduates was undertaken followed by qualitative research to explore in more detail students experiences of formative assessment

Topics: L1, LB2300
OAI identifier: oai:eprints.hud.ac.uk:9540

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