Testing and supporting the use of digital formative assessment

The teacher’s role is shifting from a transmitter of knowledge to a learning coach, helping students understand and steer their own learning. Formative assessment enables the teacher to decide how best to help students develop their learning path. Assess@Learning (A@L) aims to facilitate and guide this change of role through digital formative assessment.

What is DFA?

Assessment only becomes formative when evidence of learning is actually used by teachers and learners to adapt next steps in the learning process. How can teachers deepen their formative assessment practices?

In the course of class activities, it can be challenging for teachers to collect “on the spot” feedback and keep the whole classroom engaged at the same time. Digital tools can provide the versatility and speed that teachers need for collecting and providing feedback. This is only one of the many benefits that digital formative assessment can offer.

Why this initiative?

Assess@Learning (A@L) is the largest European policy experimentation ever launched for digital formative assessment. It addresses the need of policy makers to support and rigorously test digital formative assessment. A@L develops an online toolkit that will guide teachers, school heads, students, parents and policy makers in adopting DFA practices and bring system-level impact.

News and updates

  • Empower students with digital formative assessment - Newsletter Issue 3

    19/10/2021

    How do teachers know what their students actually learn and who is in need of additional support? How can students become more empowered in their own learning? How can digital tools support student learning? And does Corona change the way we think about these questions?

    This newsletter aims to engage organisations working on assessment, as well as teachers, school heads, policy makers and anyone else who is interested in an exchange around these questions

    Read full article
  • Activating learners: as owners of their own learning, and as learning resources for one another.

    16/09/2021

    In two previous articles I outlined how assessment can be used to improve learning as well as measure it, and looked at why assessment is at the heart of effective teaching, whether this is done in face-to-face, hybrid, or remote sessions. However, to really harness the power of assessment to improve learning, we must also bring the learners into the process.

    Read full article
  • Empower students with digital formative assessment - Newsletter Issue 2

    17/06/2021

    How do teachers know what their students actually learn and who is in need of additional support? How can students become more empowered in their own learning? How can digital tools support student learning? And does Corona change the way we think about these questions?

    This newsletter aims to engage organisations working on assessment, as well as teachers, school heads, policy makers and anyone else who is interested in an exchange around these questions

    Read full article

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