Personalising Learning with Formative Assessment

UDL UK and Ireland Network

Dr Kevin Merry demonstrates how formative assessment can be used to personalise learning in HE settings.

<p>The Centre for Assistive Special Technology (CAST), the world’s leading authority on Universal Design for Learning (UDL), define assessment as “the process of gathering information about a learner’s performance to make educational decisions”, especially instructional decisions. Benjamin Bloom’s seminal (1984) work demonstrated that one-to-one instruction in which learning is highly personalised, is the most powerful means of supporting learning. However, a key problem is that the personalisation that is so critical to the success of one-to-one instruction is lost during group instruction. One critical way to bridge the gap between one-to-one and group instruction is formative assessment. A critical role of the teacher is to narrow the gap between the curriculum as it actually exists, and the curriculum, experienced by individual learners given their variability. For example, if the gap is too wide and the learner struggles with the learning, it is up to the teacher to find ways to minimise such struggle. If the gap is too narrow and poses no challenge for the learner, then it is up to the teacher to find ways to make it more challenging to avoid learner boredom and disengagement. This webinar will explore how formative assessment can be used effectively to bridge the gap between one-to-one and group instruction, enabling differentiated and targeted instruction that is personalised to the needs of individual learners.</p>

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Personalising Learning with Formative Assessment

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