What Is The Best Student Feedback During Remote Learning? (Part 1) | Tom Daccord | 7 Min Read

This is the first of a two-part series on embedded formative assessment in remote learning environments.

Schools have historically featured students taking summative assessments in formal, monitored, physical spaces. In many schools, these are end-of-chapter quizzes, end-of-unit tests, or end-of-semester exams administered in a classroom under the supervision of a teacher. Many of these summative assessments are substantially fact-based and together they constitute a fundamental approach to evaluating student learning. Indeed, student scores on summative assessments often constitute a majority of their final grade — especially in secondary classrooms. 

Yet, as many teachers have learned, it is almost impossible to monitor student activity during remote-learning summative assessments. Schools cannot control home networks, or student cell phones, so it’s easy for students to cheat: They can Google answers, text classmates for answers, or simply ask someone in their home for help. As a result, many teachers are left wondering how to recalibrate assessment now that traditional, fact-based summative assessments are no longer viable. 

Fortunately, teachers can leverage tech-aided, embedded formative assessment to reap a wealth of important student information for assessment purposes. Teachers can leverage technology to observe the student learning process in action…

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Tom Daccord

Tom Daccord is an international education technology speaker in English, Spanish, and French. He is a former international teacher in Canada, France, Switzerland, and the United States and co-founder of EdTechTeacher. Over the past 20 years, he has worked with more than 10,000 educators in schools and educational organizations in the United States, Canada, Europe, Asia, Africa, Latin America, and the Middle East. Tom resides in Medellin, Colombia.