Formative assessment as a tool for writing development and learning in higher education

Abstract

This reflection is based on a formative method that is applied in one of the program courses in the teacher education program. The working method is based on observations that have been made in the current course in which the majority of students are second language learners. In view of broadened recruitment in higher education, this method of working can also be used in other courses and student groups. Initially, the formative working method in the current course is presented. It is then analyzed using Hoel's (2012) response model and Matsuda and Cox's (2011) proposed strategies for assessing second language learners' texts. The conclusion that is drawn is that different types of response fulfill different functions and that university teachers in the meeting with students should address the response based on the different functions of the response to promote lifelong learning and language development in all students.