Speaker
Roderick Mitcham
(Shinshu University)
Description
The paper considers a pilot study on the effectiveness of formative assessment. Conducted in a university setting in Japan, the intervention was folded into a 16-week course of study on essay writing. Taught through a six-step process, students wrote essays in the first half of the course. Evaluated against a rubric that set out criteria for success, students were given feedback. In the second half of the course students wrote a second essay. Achievement gains in students’ second attempts against the same rubric support research that has demonstrated the effectiveness of FA interventions in other educational settings and teaching contexts.
Author
Roderick Mitcham
(Shinshu University)