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Meletiadou, Eleni (2022) Inclusive formative assessment practices (IFAP) in action: a longitudinal intervention study funded by LMU GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University. (Unpublished)
The current project explored the impact of inclusive formative assessment practices on 200 first-year students’ writing performance and motivation at GSBL for one academic year. Preliminary findings indicated that the use of inclusive formative assessment practices resulted in a statistically significant improvement of the quality of students’ writing performance in only one academic semester. Students reported that they became more independent learners and that their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support. They also suggested that formative assessment practices should be used in other modules and courses to enhance student collaboration and reflection.
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