{"id":44,"date":"2018-08-03T09:12:58","date_gmt":"2018-08-03T09:12:58","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=44"},"modified":"2022-04-21T10:00:06","modified_gmt":"2022-04-21T10:00:06","slug":"opportunities-for-low-stakes-practice","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/","title":{"rendered":"Low Stakes Practice"},"content":{"rendered":"

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Assessment for Learning emphasises formative assessment,<\/strong> because it offers opportunities\u00a0for students\u00a0to practice and experiment and take risks, and consequently come to understand the standards required for judging summative assessments. It allows students\u00a0to use feedback to improve in a low-stakes task which they can\u00a0meaningfully apply to a higher-stakes summative task.\u00a0This is key to inclusive practices as well as critical thinking skills and\u00a0induction\u00a0into disciplinary communities.\u00a0These activities do not have to be referred to in the module approval process because they are, in essence, things which occur in the classroom or build towards significant learning rather than \u2018counting\u2019 towards a degree award.\u00a0In fact, it might be better to think of formative assessment as\u00a0\u2018research into learning\u2019<\/b>, and encourage students to do the same!<\/p>\n

This section provides a variety of formative assessment practices which emphasise confidence building, practice and risk-taking.<\/p>\n