The paper suggests we need to go further than this by asking and answering some critical assessment questions focused around what we are trying to do, how well we have done it, how do we know and what do we do when we don\u2019t know what to do?<\/p>\n

Online learning has made this job tougher, though!<\/h2>\n

The paper points out that as we have moved more to online or remote learning, we lose the ability to \u2018feel the vibe\u2019 from learners by seeing their expressions and body language in the classroom. So, we have to use other sources of information to help advise practice. Indeed, the paper suggests that:<\/p>\n

\u201cbecause assessment serves such a critical function in remote learning, more frequent assessments are advised.\u201d<\/p>\n

Motivating and fostering the self-management skills of students is important too, and one way to do this (as one of their cited authors \u2013 Martin 2020 suggests) \u201cis setting more frequent due dates for small units of work (this also enables more frequent opportunities for students to receive teacher feedback)…In an online environment there is vast potential for students to go off track…High quality online instruction and content that keeps the learner engaged and on track can reduce these risks.\u201d<\/p>\n

The big message: frequency of the assessment activities is important!<\/p>\n

And do we rely too much on summative assessments?<\/h2>\n

The paper points out that:<\/p>\n

\u201cGrading is time-consuming\u2014and effective feedback can be even more so. When feedback is absent or not timely, assessment misses a learning window. This is especially critical in online classrooms, where assessment feedback often becomes the primary conduit for information exchange.\u201d<\/p>\n

However, the assessment process needs to help the learner understand \u201cwhat was done right, what improvements need to be made, and whether or not learning is within [their] grasp.\u201d It\u2019s also about motivation.<\/p>\n