Evolution of teachers' perception of Automatic Formative Assessment during a training course

Formative assessment is a practice that provides ongoing feedback that instructors can adopt to improve their teaching and students can benefit from to improve their learning. Teachers and instructors need training, otherwise formative assessment and immediate feedback could also produce negative results. This paper aims at understanding the evolution of participants’ knowledge and perception of Automatic Formative Assessment throughout a teacher training course. The course was open to STEM teachers of all grades. The analysis considers teachers’ responses to questionnaires with both close-ended and open-ended questions. Results show the empowerment and more awareness of teachers’ application of Automatic Formative Assessment; in particular, teachers developed a more student-centered approach to formative assessment. This experience helped us list a set of recommendations and advice for those who approach Automatic Formative Assessment.