Lesson design for formative assessment
The potential power of formative assessment to enhance student learning is clear from research. This, however, demands a different learning culture and a broader range of teaching approaches than are found in most mathematics classrooms. Earlier efforts to introduce formative assessment for learning...
| Main Authors: | , |
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| Format: | Article |
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International Society for Design and Development in Education
2014
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| Online Access: | https://eprints.nottingham.ac.uk/32095/ |
| _version_ | 1848794334437048320 |
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| author | Swan, Malcolm Burkhardt, Hugh |
| author_facet | Swan, Malcolm Burkhardt, Hugh |
| author_sort | Swan, Malcolm |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The potential power of formative assessment to enhance student learning is clear from research. This, however, demands a different learning culture and a broader range of teaching approaches than are found in most mathematics classrooms. Earlier efforts to introduce formative assessment for learning have focused on teacher professional development. Here we describe a major project that explores how this change may be stimulated and supported by teaching materials that embody the principles of formative assessment. We describe the design challenges we faced, the previous research and development experience we drew upon, and the principles that directed our designs. We illustrate these elements with examples of the products themselves, some outcomes and lessons learned. |
| first_indexed | 2025-11-14T19:14:32Z |
| format | Article |
| id | nottingham-32095 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:32Z |
| publishDate | 2014 |
| publisher | International Society for Design and Development in Education |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-320952020-05-04T20:13:18Z https://eprints.nottingham.ac.uk/32095/ Lesson design for formative assessment Swan, Malcolm Burkhardt, Hugh The potential power of formative assessment to enhance student learning is clear from research. This, however, demands a different learning culture and a broader range of teaching approaches than are found in most mathematics classrooms. Earlier efforts to introduce formative assessment for learning have focused on teacher professional development. Here we describe a major project that explores how this change may be stimulated and supported by teaching materials that embody the principles of formative assessment. We describe the design challenges we faced, the previous research and development experience we drew upon, and the principles that directed our designs. We illustrate these elements with examples of the products themselves, some outcomes and lessons learned. International Society for Design and Development in Education 2014-10 Article NonPeerReviewed Swan, Malcolm and Burkhardt, Hugh (2014) Lesson design for formative assessment. Educational Designer, 2 (7). ISSN 1759-1325 http://www.educationaldesigner.org/ed/volume2/issue7/article24/ |
| spellingShingle | Swan, Malcolm Burkhardt, Hugh Lesson design for formative assessment |
| title | Lesson design for formative assessment |
| title_full | Lesson design for formative assessment |
| title_fullStr | Lesson design for formative assessment |
| title_full_unstemmed | Lesson design for formative assessment |
| title_short | Lesson design for formative assessment |
| title_sort | lesson design for formative assessment |
| url | https://eprints.nottingham.ac.uk/32095/ https://eprints.nottingham.ac.uk/32095/ |