Formative assessment known as a useful way to upgrade educational learning with references to student voices and staff reflection. This paper illustrates the implantation of formative assessment in courses taken by first-year students.
Transition from Assessment for Learning (AfL) to Assessment as Learning (AaL), the students show more engaging with the course and high acceptance with the learning. Transforming the tutor from a lecture to a mentor, encourage the student to participate, ask questions and to show intervention with the course. By focusing on the student's view rather than student's performance, we suggest and on- going assessment base on cases study process allowing the student to do an active self-learning using peer learning and more practical gain of knowledge. Further we emphasize that frequency, feedback, and response of the assessment also be considered as critical aspects in useful learning.
Iris Gertner, Hadassah Academic College, Israel