In developing both formative and summative assessments, I sought to integrate technology in a way that supported student learning by guiding their responses, whereby learning objctives remained aligned with pedagogical styles (Timmis, S. Broadfoot, P. Sutherland, R. Oldfield, A. (2016). The formative assessment was presented in a Google form. Comprising both multiple choice and short answer questions on sustainability within the textile industry. A key benefit of converting the quiz to an online platform was instantaneous feedback, whereby students could identify areas for improvement before their summative assessment. The straightforward format of the Google Form promotes accessibility, allowing all learners to participate regardless of their technical proficiency. Students were also prompted by their answers due to the simplistic nature of the quiz.

The summative assessment allowed students to work more creatively in comparison to the formative quiz where students demonstrated their proficiency in recalling content information. The Canva presentation allows students to work independently. The task reflects Wilson’s philosophy on technology not coming at an expense of explicit teaching ( Wilson, D. Alaniz, K. Sikora, J. (2016).