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In order to gather information that is useful for making better educational decisions, evidence of student understanding or learning must be collected. Watch this video for a primer on assessments
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
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
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.
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
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
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,
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.
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
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