ABSTRACT
The chapter presents a study to show how student-generated representations can be used as formative assessment through an "exit slip" approach. This study linking student-generated representations to formative assessment supports the notion that student-generated representations can be used to improve student outcomes, highlighting that student-generated representations can be used to determine whether or not students have made links between theory and observed phenomena. The study draws on work by P. Black and D. Wiliam who espouse the importance of formative assessment in the classroom, suggesting that it helps to raise overall student achievement. The chapter presents literature examining formative assessment and how this type of assessment can be used to shape the teaching and learning that take place in a class. It also provides literature on student-generated representations, how they can be used in classrooms and how they can demonstrate representational competence will be explored.
