February 20, 2022

Formative Assessment 301 – Part 3: Suporting Teachers with Formative Assessment During or After Instruction

In this module, school leaders will consider how to examine lesson learning intentions and how effective discussions, tasks, and activities can be engineered to elicit evidence of student learning. The goal is to help school leaders support the implementation and change process around these practices in their schools and districts.

Formative Assessment 301 – Part 2: High Quality Discussion with Teachers

In this module, we are going to discuss three tools and resources that can be used to move teacher practice forward with respect to formative assessment processes: 1) Student Work Analysis Protocol; 2) Formative Assessment Discussion Tool for School Leaders; and 3) Professional learning about the art of conferring with students.

Formative Assessment 301 – Introduction

Welcome to the Introduction to Micro-Course 3. This module will provide you with the information you will need to understand the intended audience, guiding questions, organization, and proposed uses of the four modules in Micro-Course 3 as well as how Micro-Course 3 relates to the modules in Micro-Course 1 and 2. This micro-course focuses on providing school leaders with strategies to support teachers focused on learning acceleration using formative assessment processes in the classroom. These micro-courses were created by the California Collaborative for Educational Excellence and the Center for Assessment.

Formative Assessment 201 – Part 3: How to Get There

This module focuses on the third aspect of Dylan Wiliam’s framework related to embedded formative assessment strategies: how to get there. This module discusses the role of the teacher in identifying students’ strengths and needs to monitor and adapt instruction in support of providing formative feedback to move learning forward. Modules 1, 2, and 4 focus on the other parts of the framework.

Formative Assessment 201 – Part 2: Where the Learner is Going

This module focuses on the first aspect of Dylan Wiliam’s framework related to embedded formative assessment strategies: where the learner is going. We discuss the role of the teacher, peer, and learner in the process of clarifying, sharing, and understanding learning intentions and success criteria. Subsequent modules focus on the other part of the framework.

Formative Assessment 201 – Introduction (Advanced)

Welcome to the Introduction to Micro-Course 2. This module will provide you with the information you will need to understand the intended audience, guiding questions, organization, and proposed uses of the four modules in Micro-Course 2 as well as how Micro-Course 2 relates to the modules in Micro-Course 1. Both micro-courses focus on learning acceleration using formative assessment processes in the classroom and were created by the California Collaborative for Educational Excellence and the Center for Assessment.

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