[Activity 1]
Apart from my work with the OU, I don't use summative assessment at all - it's all formative.
I teach writing skills (business and technical writing) on one or two day courses to groups of people often - but not always - from the same organisation. Because of the time constraints, the assessment process tends to be informal, happens throughout the session and influences what we're going to cover and when. These sessions are very low-tech (pen and paper, mostly) and are run face-to-face. We have exercises - which we peer-mark (discuss, really - there isn't a pass or a fail), quizzes and games. But all are used as learning tools in their own right - so the answers to a quiz will indicate why one answer is write, why another is not (or less likely to be so) and under what circumstances this isn't true. It's assessment at one level - but more diagnostic (so I can pitch at the right level - just ahead of where they are now) and formative (an integral part of the teaching).
The course I teach for the OU - TU100 - has a policy of providing a considerable amount of teaching through the feedback (and feedforward) around the assignments. It's good - but it means marking takes a very long time... I sometimes think I'm writing nearly as much as the students, and it's very frustrating when you get to the end of the year and someone says, "What feedback?" (having downloaded assignments and simply looked at the grade all year).
The course materials for TU100 incorporate a lot of formative assessment - activities followed by suggested (or actual) answers, quizzes and so on. Although they are part of a course I teach, I haven't had anything to do with implementing them.
