Chapter 24: Digital Formative Assessments for Learning
Published:12 Jul 2023
S. Wilkinson, R. Pullen, P. Rutledge, and S. Schmid, in Digital Learning and Teaching in Chemistry, ed. Y. Dori, C. Ngai, and G. Szteinberg, The Royal Society of Chemistry, 2023, ch. 24, pp. 301-317.
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The surge in new digital tools and assessments, particularly in recent years, have been quickly adopted by teachers around the world due to their efficiency, accessibility, and multi-modal offerings. They can also promote digital literacy and offer authentic assessment opportunities in our new digital era. But whilst we scramble for the latest software or digital assessment trend, it is important that we do not overlook their pedagogical value (or lack of). In this chapter, we review several renowned and emerging digital tools and examine how they address the criteria of a formative assessment. We conclude our chapter with some anecdotal case studies of a novel digital tool—the student relationship engagement system (SRES). “Built by teachers, for teachers”, SRES is capable of delivering customisable student feedback in large classroom environments across a range of assessments. The aim of this chapter is to provide a resource for teachers to procure the benefits of digital innovation without compromising the quality of teaching offered through the traditional avenues of assessment.