ABSTRACT
This chapter will examine and discuss methods and techniques for using formative assessment and formative feedback in learning and teaching in terms of what it might mean for your teaching practice – and of course how your teaching practice will enhance student learning and student learning opportunities. Particular emphasis will be placed on the design of formative activities which encourage dialogue between students and between students and teachers as well as how to use formative activities to provide feedforward learning opportunities. The design of effective and efficient formative activities will be discussed with reference to learning outcomes, pragmatics and workload – taking into account student understanding of feedback and whether the key to feedback is quality or quantity.
