A score is not automatically formative. It becomes formative when the result changes teaching, practice or the learner’s next action.
Assessment can be part of learning
Black and Wiliam’s influential review describes formative assessment as evidence that is used to adapt teaching and learning activities.[1]
Feedback needs somewhere to go
EEF guidance stresses that effective feedback should be capable of producing improvement and should give learners opportunities to act on it.[2]
What that means for Toku
Benchmark and sprint data are useful when they change the recommended family, difficulty or type of follow-up practice.[1]
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参考文献
- Paul Black & Dylan Wiliam (1998). Assessment and classroom learning. Assessment in Education.
- Education Endowment Foundation (2026). Feedback. Teaching and Learning Toolkit.