• NATIONAL STEM LEARNING CENTRE

Introducing Assessment for Learning

Develop your responsiveness as a teacher: learn how to assess student understanding and tailor lessons to improve learning.

Introducing Assessment for Learning
  • Duration3 weeks
  • Weekly study3 hours
  • LearnFree
  • Extra BenefitsFrom $64Find out more

Why join the course?

Guided by leading experts in assessment for learning, on this course you’ll discover how to gauge your learners’ understanding, so that you can better progress their learning.

You’ll discover how you can create a classroom culture that allows difficult ideas to surface, revealing student misconceptions and allowing you to tailor your teaching to your students. You will learn the key principles of assessment for learning, before exploring two approaches in more detail.

Syllabus

  • Week 1

    From 1 Jun 2020

    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

    From 8 Jun 2020

    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

    From 15 Jun 2020

    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 development on this course

      You've almost completed this course. Time now to look back on how your development goals have been met and where you will go next in your CPD journey.

When would you like to start?

Most FutureLearn courses run multiple times. Every run of a course has a set start date but you can join it and work through it after it starts. Find out more

What will you achieve?

By the end of the course, you'll be able to...

  • Identify the main principles of assessment for learning
  • Reflect on the role of intentional dialogue in supporting teaching in a formative way
  • Develop your use of hinge-point questions to elicit evidence from students
  • Collaborate with peers, educators and mentors to try out activities and share thinking, in order to develop your teaching practice

Who is the course for?

This course would suit teachers, curriculum leaders, teaching assistants, newly qualified teachers, trainee teachers and others involved in the education of young people.

Who will you learn with?

Andrea  Mapplebeck

Andrea Mapplebeck

Former physics teacher, now supporting educators to develop teaching. Commissioned by National STEM Learning Centre to work with Dylan Wiliam & Chris Harrison to design & support AfL & DfL courses

Chris Harrison

Chris Harrison

Reader in Science Education and Chair of ASE 2014-2015. Lead UK Researcher on Assessment for Learning. Research interests in Inquiry-learning, professional learning and CPD.

Dylan Wiliam

Dylan Wiliam

Former school teacher, academic, and university administrator, now working with teachers and leaders around the world to improve educational outcomes for young people.

Who developed the course?

National STEM Learning Centre

The National STEM Learning Centre provides world-class professional development activities and resources to support the teaching of STEM (science, technology, engineering and mathematics) subjects.

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