formative feedback and assessment: Theoretical framework, a comparison of three individual analyses an example from classroom practice

In the Hattie study, feedback ranks amongst the 10 most important factors in the classroom. There is a long tradition of academic research into this topic. It has been demonstrated on numerous occasions that academic achievement cannot be adequately assessed on the basis of traditional examination methods alone. Support tailored to the individual learner and ongoing dialogue with the teacher and fellow learners - peers - provide deeper insights into pupils' abilities and learning progress. This article examines the most important theoretical works on formative feedback and formative assessment and analyses empirical studies that have been carried out on this subject. It is intended as a guide for teachers on how to apply formative feedback and assessment methods in their teaching.