Implementing summative assessment with a formative flavour: a case study in a large class

Broadbent, Jaclyn, Panadero, Ernesto and Boud, David ORCID logoORCID: (2018) Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education, 43 (2) . pp. 307-322. ISSN 0260-2938 [Article] (doi:10.1080/02602938.2017.1343455)

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Teaching a large class can present real challenges in design, management, and standardization of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices, with accompanied high quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and discusses that for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.

Item Type: Article
Research Areas: A. > School of Health and Education
A. > Work and Learning Research Centre
Item ID: 25821
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 21/06/2017, available online:
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Depositing User: Repository team
Date Deposited: 12 Dec 2018 15:25
Last Modified: 29 Nov 2022 20:11

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