Re-Thinking Formative Assessment

For a long time, we have thought of effective assessment as being timely and specific. But what do we really mean by this, and is this type of assessment truly effective? We will interrogate these views for both effectiveness and feasibility and explore a different perspective on effective feedback and assessment, rooted in Building Thinking Classrooms. This approach will allow us to construct a deeper understanding of assessment that supports deep thinking and student autonomy.