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Through a series of case studies, the book highlights how factors in one learning context can conspire to make feedback and other forms of formative assessment highly instrumental, whilst in others this can be a springboard to deep and meaningful learning.
Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This …