While reading Dimensions of Assessment (Anon, no date), I found myself reflecting on the definitions of formative and summative assessment and how they apply to my own teaching practice. I had always considered summative assessments as a way to evaluate student learning but had not fully acknowledged them as a moment of feedback for myself as a tutor. The reading prompted me to consider how summative assessment can serve as a reflective tool—an opportunity to critically examine my teaching and identify areas for development.
Although I had been subconsciously engaging in this process, I realised I had not been intentional in carving out time to assess my approach. Brookhart (2017) suggests that assessment should be viewed not only as a means of evaluating students but also as a tool for informing and refining pedagogical methods. With this in mind, I took the opportunity to reflect on recently completed summative assessments and identified recurring misunderstandings in student work. These commonalities suggested that certain concepts may not have been communicated as effectively as intended.
One key observation was the potential misalignment in teaching between myself and my co-tutor, who supports students in translating their ideas into drawings. It became clear that some students may have lacked clarity on fundamental aspects, perhaps assuming that each of us had addressed topics the other had not. This aligns with Boud and Falchikov’s (2006) argument that assessment is most effective when it fosters dialogue between educators and enables shared responsibility in the learning process. Consequently, I initiated a discussion with my co-tutor to clarify our respective roles, ensuring that we develop a more cohesive approach moving forward.
By integrating self-assessment into my teaching practice, I aim to make more intentional adjustments to better support my students. As Nicol and Macfarlane-Dick (2006) argue, assessment should not merely be an endpoint but a process that enhances learning, both for students and educators alike.
References
Anon (no date) Dimensions of Assessment. [No publisher information available].
Boud, D. and Falchikov, N. (2006) ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31(4), pp. 399–413.
Brookhart, S. M. (2017) How to Use Grading to Improve Learning. Alexandria, VA: ASCD.
Nicol, D. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218.