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.