Over 10 Minutes

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.

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.

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.

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.

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.

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.

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.

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.