Implementing summative assessment with a formative flavour: A case study in a large class

Broadbent, J; Panadero, E; Bouda, D

Implementing summative assessment with a formative flavour: A case study in a large class

Broadbent, J Panadero, E Bouda, D

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2018, 43 (2), pp. 307 - 322
Issue Date:: 2018-06-22

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Field	Value	Language
dc.contributor.author	Broadbent, J	en_US
dc.contributor.author	Panadero, E	en_US
dc.contributor.author	Bouda, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.available	2020-05-25T19:03:08Z
dc.date.issued	2018-06-22	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2018, 43 (2), pp. 307 - 322	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/114893
dc.description.abstract	© 2017 Informa UK Limited, trading as Taylor & Francis Group. Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/02602938.2017.1343455	en_US
dc.subject.classification	Education	en_US
dc.title	Implementing summative assessment with a formative flavour: A case study in a large class	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	43	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.

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http://hdl.handle.net/10453/114893