The educational literature shows that formative assessment is highly conducive to learning. The tasks given to students in formative assessment generally require open-ended responses that can be given, for example, in essay-type format and that are assessed by a human marker. An essential component is the formative feedback provided by the marker that needs to assist the student in recognising knowledge gaps and in formulating steps to close these gaps. The concepts of ‘electronic repositories of marked student work’ introduced in this article suggests an approach to support learning from formative assessment. At the core of this concept lies the realisation that the artefacts submitted by students and assessed by markers are a valuable resource. This resource should not just be used by the submitting students but should be made accessible to future students studying the same concepts. These students can learn from the artefacts and the formative feedback attached to these artefacts. Self- and peer-assessment, important concepts closely linked to formative assessment, can be integrated with the repositories to develop the students’ subject knowledge, to enhance their critical thinking skills and to familiarise them with assessment procedures. This article develops the concepts of electronic repositories of marked student work. Special emphasis is put on reviewing the educational literature on formative assessment and on binding the concepts introduced into the literature findings.
['Eva Heinrich']
Electronic Repositories of Marked Student Work and Their Contributions to Formative Evaluation