Informal feedback

Students need to become more assessment literate in order to become agents of their education. Shifting the balance of assessment patterns more towards formative means that, although summative assessment weightings might increase, allowing more opportunities for practice and opportunities to understand standards will allow for time spent on feedback to  move away from summative assignments (where there is little feedforward and often too late to be of use) and transferred to formative and low-stakes events.  

This section provides a variety of feedback practices and techniques which move away from the traditional information transfer from teacher to student to engage students in the feedback process.