Empower students with digital formative assessment - Newsletter Issue 6
How do teachers know what their students actually learn and who is in need of additional support? What are the implications of the A@L project results for teachers, students, school leaders and policy makers?
Although formative assessment can empower both teachers and students, it is still not
widely adopted by schools and when it is adopted, more support can be provided for its
effective use. Furthermore, the potential of digital tools to support formative assessment
has not been fully realised.
How can teachers effectively implement digital formative assessment (DFA) in their classroom?
How can we support teachers in this process? These are some of the questions which the Assess@Learning policy experimentation considered since its launch in 2019.
What do the Assess@Learning policy experimentation tell us about digital formative assessment?
(You can download the newsletter in here in PDF. The newsletter is also available in Estonian, Finnish, Greek, Portuguese and Spanish.)
The final issue of the newsletter features an interview with Nena Karagianni on the implications of the project results for digital formative assessment in schools and an interview with Janet Looney on the implications at European policy level.
For more valuable insights on digital formative assessment, find our previous newsletters and expert articles in our news and publications gallery.