Introducing Assessment for Learning

Syllabus

• Week 1

  Introducing assessment for learning

  • Inside the Black Box

    Welcome to the course. We start by defining what we mean by assessment for learning and the principles behind formative classrooms. What do you currently do?

  • Developing your formatively-driven classroom

    What does a formatively-driven classroom look like and what is your role as a teacher in such a learning environment?

  • Creating an environment for classroom talk

    How is classroom talk enabled in your classroom and how can you create a learning environment that welcomes dialogic learning? In these steps we’ll look at some examples of classroom talk in practice.

  • Reflect on your learning this week

    The final steps this week include guidance from Paul Black, the characteristics of a formatively driven classroom and time for you to reflect on what you’ve taken away so far.

• Week 2

  Diagnostic questions: intentional dialogue and HPQs

  • Diagnostic questioning

    We start this week by considering how to plan for diagnostic questions, which allow you to infer student understanding.

  • Hinge-point questions

    Rich questions form the basis for intentional dialogue, but you can also use a form of multiple choice questioning to elicit evidence of student understanding.

  • Creating and refining hinge-point questions

    Now is your opportunity to create a hinge-point question and get feedback on it from other learners and the course mentors. We have a Padlet at the end of this week to share your final version.

• Week 3

  Taking action

  • Acting on the evidence

    Our final week is about acting on the evidence of student understanding you have collected. What changes can you make to your teaching?

  • Classroom examples: acting on the evidence

    You’ll now look at some classroom scenarios and we ask what action you would take. You’ll then hear from teachers who have implemented assessment for learning and their advice to you as you embed these ideas in your own practice.

  • Reviewing your professional development

    Review your professional development and plan your next steps to sustain and develop the way you plan for learning.

Who will you learn with?