Enabling personalised learning through formative and summative assessment

Gordon, Neil Andrew

Abstract

This chapter considers some ways in which personalised learning can potentially be delivered by means of appropriate assessment and the use of associated technologies. Recognising that for many students, learning is driven by summative assessment, the chapter considers how by blending summative and formative assessment, students can be encouraged to develop and take responsibility for their own learning along with ways in which technology can make this assessment be tailored to the individual student. The approaches described can support and encourage self-regulated learning - itself an effective way of providing the more general concept of student-centred learning. The framework of learning that is engendered - with the use of technology - has the potential to allow an educational pathway which reflects individual students' needs and aptitudes, and which can thus provide a form of personalised learning. This chapter describes some of the relevant theory - which forms the context within which this work is based and has developed - before then describing two case studies where this blend of formative and summative assessment is described and analysed. This is followed by a discussion of some of the more general issues.

Citation

Gordon, N. A. (2009). Enabling personalised learning through formative and summative assessment. In Technology-Supported Environments for Personalized Learning: Methods and Case Studies (268-284). Information Science Publishing. https://doi.org/10.4018/978-1-60566-884-0.ch015

• Publication Date: Dec 1, 2009
• Pages: 268-284
• Book Title: Technology-Supported Environments for Personalized Learning: Methods and Case Studies
• ISBN: 9781605668840; 9781605668857
• DOI: https://doi.org/10.4018/978-1-60566-884-0.ch015
• Public URL: https://hull-repository.worktribe.com/output/405329
• Contract Date: Jan 1, 2009