Formative assessment diversity to foster students engagement

摘要

Students learning can be tremendously affected by the way they will be assessed. Traditionally, teachers relied on summative (final) exams, however the use of other form of assessments, namely formative assessments, has grasped a considerable emphasis in education in the last decades. This work presents the results of a didactical implementation combining different kind of assessments during the semester conjoined by cared teacher mediation, which engaged students to work on a weekly basis using teachers' feedback to progress in their learning. Correlations between students perceptions, students participation and students results are discussed. Several significant correlations were found giving support to the coherence between students formative and summative assessment design.