There’s been some progress since February when I last wrote about TFAM. Notably, I have established TFAM as a conceptual framework in my proposed dissertation, and recently managed to complete a big missing piece of its puzzle. This post explains a bit of both.

TFAM draws from classroom assessment definitions in the literature (see the February post above for all those references). It’s all standard stuff, too, like how feedback is a formative characteristic used to improve learning and grades are a summative characteristic used to report achievement. There’s nothing new here. The thing is, research thus far has stopped short of treating these characteristics as exclusive.

And this is where TFAM makes its mark…

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