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This content is taken from the National STEM Learning Centre's online course, Assessment for Learning in STEM Teaching. Join the course to learn more.

Skip to 0 minutes and 3 secondsWelcome to the six-week course on Assessment for Learning. We've designed a range of activities and some pre- and post-session ones as well. The aim is to help you engage with current understanding and experience of Assessment for Learning and move your ideas forward. We've designed the course to be flexible and that includes quizzes and tests to help you decide appropriate starting points. We'd also encourage you to try out some of the ideas in your own classroom and then take the opportunity to engage in online discussion with others.

Skip to 0 minutes and 36 secondsBefore the course gets properly underway, we'd like you to introduce yourself and to describe the kind of educational establishment you teach in, the main subject and the age range that you teach, your previous experience of Assessment for Learning, and what you hope to get out of the course. Chris and I very much hope that this course proves to be useful and enjoyable and that overall it helps you get fully to grips with Assessment for Learning.

Welcome to the course

Welcome to Assessment for Learning in STEM teaching, from the National STEM Learning Centre.

Learners do not always learn what we teach. That is why the most important assessment does not happen at the end of learning, it happens during the learning, when there is still time to do something with what you find out. - Dylan Wiliam

On this course you will explore effective assessment for learning and how to elicit evidence about what’s going on in your learners’ minds. In the video above Dylan Wiliam and Chris Harrison, course Educators and experts in assessment for learning, welcome you to the course.

To get the most out of this course we emphasise the value of:

  • Collaborating with peers, both in your workplace and with other learners online, to take the ideas from this course into practice.
  • Experimenting, with a view to adapting methods to your own classroom or lab settings.

Course support

The course team will be supporting you between 8 October - 30 November 2018 in the discussions throughout the course. There is also a question and answer opportunity with Andrea Mapplebeck, post your questions to step 4.2 before 16 November.

Jane Winter and Yeasmin Mortuza are your course mentors. They will record three video diaries during the course highlighting key points and sharing their take on your discussions. We’ll upload their video diaries to the end of Week 2, Week 5 and Week 6 as the course progresses.


What is your motivation for joining this course?

During the course we invite you to share your thoughts and learn from others. To get started, let’s find out more about where you teach. Describe the kind of educational establishment you teach in, the main subject and the age range that you teach, your previous experience of assessment for learning, and what you hope to get out of the course.

Please remember both here and throughout the course that you should not identify your pupils or other individuals in your comments.

Learn with colleagues

Teachers regularly take online CPD with colleagues in their school. This allows them to discuss the course content together and apply it within their school or department. You may find that scheduling a regular weekly lunchtime catch up will keep you engaged throughout the course. Share this guidance document with colleagues to get the most out of taking the course together.

Mark complete

When you complete a step on the course, click Mark as Complete at the bottom right. This helps you keep track of your progress. Mark over 90% of the course steps complete and you’ll be eligible for a Certificate of Achievement when you Upgrade.

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This video is from the free online course:

Assessment for Learning in STEM Teaching

National STEM Learning Centre

Get a taste of this course

Find out what this course is like by previewing some of the course steps before you join: