Experienced educators share short videos with effective strategies for anyone teaching or wishing to teach high school classes.
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 – Part 2: High Quality Discussion with Teachers Read More »
This first module begins with an overview of the formative assessment process and serves as an advanced introduction to supporting high-quality formative assessment processes in the classrooms.
Formative Assessment 301 – Part 1: Supporting Formative Assessment in the Classroom Read More »
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 301 – Introduction Read More »
This module focuses on the last two aspects of Dylan Wiliam’s framework related to embedded formative assessment strategies: the role of the learner in activating their own learning and peers as learning resources. Modules 1-3 focus on the other parts of the framework.
Formative Assessment 201 – Part 4: Closing the Gap Read More »
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 3: How to Get There Read More »
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 – Part 2: Where the Learner is Going Read More »
The first module of this micro-course begins with an overview of the formative assessment process and serves as an advanced introduction to key concepts for educators.
Formative Assessment 201 – Part 1: Learning Acceleration (Advanced) Read More »
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.
Formative Assessment 201 – Introduction (Advanced) Read More »
Key to the conversation in this module is the concept that formative assessment is a process that is inseparable from instruction. Formative assessment processes are the bridge between teaching and learning.
Formative Assessment 101 – Part 4: Using Evidence of Learning to Adjust Instruction Read More »
This learning module focuses on providing you with strategies to identify where the learner is now both during and after instruction in relation to grade level expectations and unit learning goals.
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