(Taylor and Francis Group, 2024-12-09) Donaghue, Helen; Heron, Marion
Formative assessment (FA) is universally recognised as key to supporting student learning and success in higher education (HE). Despite this, summative assessment dominates HE students’ studies. We join an increasing call for more focus on formative assessment and propose an original professional development (PD) approach to help HE teachers design formative assessment tasks, using the concept of genre knowledge. Data from pre-workshop questionnaires, in-workshop activities and post workshop interviews demonstrate genre knowledge to be an effective heuristic to identify task requirements. This genre knowledge helps teachers design FA tasks which scaffold final summative assessments through focused development of specific areas of genre knowledge. We make recommendations on how teachers and trainers can use genre knowledge to raise awareness of and provide support for designing FA tasks which enhance student learning and success.
