Digital Formative Assessment Framework

This week I would like to share a recent article detailing a method on integrating digital formative assessment. The article is entitled, Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education by Kaya-Capocci, O’Leary and Costello (2022).

The overall aim is to provide a structured conceptualization of digital formative assessment that supports the planning of teaching and learning activities. At the heart is a 12-cell grid comprising four key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with three functionalities of technology (sending and displaying, processing and analyzing, and interactive environments).

Examples across each of the cells are shared, crossing the two strands of digital technology functionalities and formative assessment strategies.

• Cell 1A (1: Clarifying and Sharing Learning Outcomes and Success Criteria; A: Sending and Displaying)

• Cell 1B (1: Clarifying and Sharing Learning Outcomes and Success Criteria; B: Processing and Analyzing)

• Cell 1C (1: Clarifying and Sharing Learning Outcomes and Success Criteria; C: Interactive Environment)

• Cell 2A (2: Classroom Discussion, Questioning, and Learning Tasks; A: Sending and Displaying)

In summary, this tool provides a structure to assist in organizing several of the key concepts shared in prior SoTL articles, combining research-based methods on formative assessment and functional technology.

References

Kaya-Capocci, S. O’Leary, M. & Costello, E. (2022). Towards a framework to support the implementation of digital formative assessment in higher education. Educ. Sci., 12(11), 823; https://doi.org/10.3390/educsci12110823