Next steps and supporting resources
Thank you for joining us on this course. We hope you have found it interesting and it has given you information and ideas that will help you in your own teaching practice. We also hope you have enjoyed working with other learners, sharing knowledge and opinions.
Recognition from STEM Learning
If you have successfully completed the course and earned a certificate (either through upgrading or perhaps you have an have an Unlimited subscription), you can get recognition from STEM Learning for your professional development on this course. STEM Certificates digital badges give you a place to present your CPD with STEM Learning, showing the outcomes of courses and time spent on your professional development. Simply send a digital copy of your FutureLearn certificate as proof of completion to firstname.lastname@example.org. You will need a free STEM Learning account before you submit proof of completion.
Taking your learning further
Watch the video below to learn about the STEM Learning Impact Journey: our approach to supporting your continuing professional development as a teacher, teaching assistant or technician.
This is an additional video, hosted on YouTube.
This course is the first step in your professional development journey with us. You can join Dylan, Chris and Andrea on Planning for Learning and Differentiation for Learning, which build upon the principles of assessment for learning you have learnt and applied in this course.
This set of resources provides a good start to developing a formatively driven classroom.
Produced by the Salters’ Institute and University of York Science Education Group, BEST is a new collection of research-informed diagnostic questions, focused initially on science at ages 11-14. Teacher’s notes summarise the research evidence about the misconceptions that each question is based on, and the suggested response activities encourage meaning making through small group discussions that help to challenge misunderstandings. These resources are ready to drop straight into schemes of work.
This guide is a great starting point for thinking about assessment for learning. It unpacks five main strategies of AfL, and provides practical ideas for you to try out.
This is a useful blog explaining how to create a diagnostic question from an examiners report.
A good example of this technique for exposing students’ preconceptions. This paper describes how to use the P-E-O technique (Predict-Explain-Observe) to expose students’ preconceptions about buoyancy, but you can use the same technique across a range of topics
Writing good hinge-point questions is hard and is best done collaboratively. Diagnostic Questions is an online assessment platform for crowd-sourced multiple-choice questions, developed by a small British start-up. It is already used by over 22,000 teachers, mainly in secondary mathematics, across 1,600 schools in the UK. Beyond simply recording students’ answers, Diagnostic Questions’ platform asks each student to explain why they thought their answer was correct, uses this to explain correct solutions to the student, and also helps teachers understand their students’ misconceptions. Registration is free.
One limitation of DQ is that is does not yet support multiple correct responses (one hallmark of a good hinge-point question). But you may think about how you could have a single incorrect response.
This site that has been built for the creation and curation of multiple-choice questions (MCQs) from the ground up and describes a collaborative project by the UK computing community to use it to crowd-source MCQs. The project is a collaboration involving subject experts from Computing at Schools.
Project Quantum will help computing teachers check their students’ understanding, and support their progress, by providing free access to an online assessment system. The assessments should be formative and support teaching by guiding content, measuring progress, and identifying misconceptions.
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