Course: Planning for Learning: Formative Assessment

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 …

How do you know when students have got ‘it’, when they have achieved the learning intention? Is it actually possible to evidence learning or can we just evidence performance, and …

Throughout the five weeks of this course, we hope that you’ve developed and deepened your understanding of how you can plan to support the learning of all your students. We …

Below we’ve highlighted a couple of the key points from Revising the Definition of Formative Assessment. This was produced by the Council of Chief State School Officers (CCSSO) in the …

Andrea explains the key principles of assessment for learning in the quiz feedback on the previous step. To summarise, assessment for learning is where: There is a classroom ethos that …

Well done for reaching the final part of the course, where you’ll review your learning and record your professional development. Jane and Mark will record their reflections of the course …

In this video Chris discusses Professional Learning Communities as one approach which can be undertaken by teachers in developing their practice. Such communities, which can exist between just two people, …

In this step Dylan suggests devising a questionnaire to gather and reflect on your students’ perceptions related to changes you have implemented as a consequence of undertaking this course. In …

How your students feel about the activities they engage in is important. As mentioned in the previous step your task is to put together a questionnaire to find out how …

In this step we provide an extract from a chapter that presents a collaborative approach to planning for learning, that is particularly relevant to medium term planning across a curriculum. …

There are lots of different ways medium term plans can be developed that support flexibility through a unit of learning. Linked at the bottom of this step under ‘Downloads’, we …

In the following examples the key learning across a topic or series of lessons are provided. Ideas for how the teacher can check for students’ understanding are also provided. Primary …

Within a scheme of work, you may have allocated a set number of lessons for a topic, but in order to be responsive to your students needs, you are likely …

So far in the course the majority of what we have covered has looked at how we can plan for learning both during and between lessons. This planning goes beyond …

This week we have looked at ways that we can plan to be responsive both during lessons and between them, and as Dylan discusses we have seen and learned more …