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It distinguishes assessment of learning and high-stakes grading from assessment for learning used throughout instruction, including low-stakes examples like in-lesson checks and quizzes. The material also outlines item design, asking learners to justify answers with evidence and marks guidance. It further presents a structured process for defining assessment purpose, selecting item types, considering data uses, collecting data responsibly, and specifying feedback in advance to ensure measurable impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-marks-building-assessment-and-feedback-literacy-for-better-outcomes/620293/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-marks-building-assessment-and-feedback-literacy-for-better-outcomes/620293.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the difference between formative and summative assessment?","Question",{"text":112,"@type":113},"Summative assessment occurs at the end of a learning period and is assessed of learning, often graded and high stakes. Formative assessment happens throughout learning, supports assessment for learning, and is typically not graded with low-stakes tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What guidance is given for designing an assessment item?",{"text":117,"@type":113},"The item should clarify the prime purpose, match content coverage with appropriate item types, and support a clear cohesive argument. It also emphasizes linking challenges to solutions and describing impact.",{"name":119,"@type":110,"acceptedAnswer":120},"How should feedback be planned to ensure impact?",{"text":121,"@type":113},"Feedback should be defined in advance, including what will be given and how to ensure it influences learning outcomes. The approach includes considering what other purposes the data could validly serve and how data is collected.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620293,1792911669,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Beyond marks: Building assessment and feedback literacy for better outcomes  \nAmie Barr, Director of Assessment, AQA  \nAlex Scharaschkin, Chief Assessment Research Officer, AQA Naomi Winstone, Professor of Educational Psychology,  \nUniversity of Surrey  \nDaniel Short, Director of Curriculum – English and Maths, Trafford and Stockport College Group  \nCopyright © 2026 AQA and its licensors. All rights reserved.  \n1  \nAlex Scharaschkin  \nChief Assessment Research Officer, AQA  \n2  \n4  \nAmie Barr  \nDirector of Assessment, AQA  \n Formative vs summative assessment  \nFormative and summative assessment are often thought of as two discreet assessment types with assessments categorised as one or the other .  \nSummative assessment  \n• At the end of the learning period  \n• Assessment of learning  \n• Graded  \n• High stakes Examples  \n• GCSEs/A-levels  \n• End-of-year assessments  \n• End-of-unit assessments  \nFormative assessment  \n• Throughout the learning process  \n• Assessment for learning  \n• Not graded  \n• Low stakes Examples  \n• In-lesson assessment  \n• Pre-unit checks  \n• Quizzes  \nCopyright © 2026 AQA and its licensors. All rights reserved. 5  \nCopyright © 2026 AQA and its licensors. All rights reserved. 6  \nItem design  \nWhich of the following was the more important reason why Homesteaders managed to settle on the Plains:  \n• New farming methods and technology  \n• Government actions?  \nExplain your answer with reference to both bullet points  \n[12 marks]  \nCopyright © 2026 AQA and its licensors. All rights reserved.  \n• Know the challenges faced by homesteaders  \n• Know the new farming methods, technology developed and government actions taken  \n• Link the challenges to the solutions and describe the impact of the solutions  \n• Chronology of events  \n• Structure a clear cohesive argument  \n7  \n1. Understand the prime purpose of the assessment  \n2. Consider content coverage and most appropriate item types  \n3. Consider what other purposes the data could validly serve  \n4. Consider if/how you collect data  \n5. Define in advance what feedback will be given and how to ensure impact  \nCopyright © 2026 AQA and its licensors. All rights reserved.  \n8  \nProfessor Naomi Winstone  \nProfessor of Educational Psychology, University of Surrey  \n9  \nHattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.  \n10","cbCaio7YV5qgX4GI","https://ap.wps.com/l/cbCaio7YV5qgX4GI","pdf",1645626,"English","# Formative vs summative assessment\n## Summative assessment\n## Formative assessment\n# Item design and argument structure\n## Example prompt and marking\n## Learning aims and evidence linkage\n# Planning assessment and feedback impact\n## Define assessment purpose\n## Select content coverage and item types\n## Decide data uses and collection approach\n## Specify feedback in advance","[{\"question\":\"What is the difference between formative and summative assessment?\",\"answer\":\"Summative assessment occurs at the end of a learning period and is assessed of learning, often graded and high stakes. Formative assessment happens throughout learning, supports assessment for learning, and is typically not graded with low-stakes tasks.\"},{\"question\":\"What guidance is given for designing an assessment item?\",\"answer\":\"The item should clarify the prime purpose, match content coverage with appropriate item types, and support a clear cohesive argument. It also emphasizes linking challenges to solutions and describing impact.\"},{\"question\":\"How should feedback be planned to ensure impact?\",\"answer\":\"Feedback should be defined in advance, including what will be given and how to ensure it influences learning outcomes. The approach includes considering what other purposes the data could validly serve and how data is collected.\"}]","Beyond marks - Building assessment and feedback literacy for better outcomes | PDF",1792463943,48]