Case Study: The Power of Purpose and Practice:

Designing Formative Assessment That Students Actually Want to Do

Abstract

This case study examines an innovative approach to formative assessment in academic skills development that achieves remarkable student engagement through purposeful design and practical application. Dr. Laura Thomas has created a Level 4 academic skills module that transforms traditionally "dry" content into dynamic learning experiences through carefully structured weekly formative tasks that build sequentially toward summative assessments. The module demonstrates how formative assessment can move beyond token exercises to become meaningful learning tools that students actively value and engage with. Through strategic use of practical activities, clear purpose communication, and systematic habit formation, the approach achieves high engagement rates and student satisfaction in what students initially expect to be their "most boring module." The case study offers valuable insights into designing formative assessment that genuinely motivates student participation while developing essential academic competencies.