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Formative Assessment

Assessment
gulliver_academy
6197942227_0c3239aec7_b
14480144765_fd200d3b3f_b
Assessment
gulliver_academy
6197942227_0c3239aec7_b
14480144765_fd200d3b3f_b

About Instructor

Course Description

Number of graduate semester credits – 3

Assessment comes from the Latin for “to sit beside,” but frequently in school classrooms assessment still primarily takes the form of quizzes and end of unit tests. Formative Assessment (or Assessment for Learning) can change this. A good formative assessment tool helps students and teachers answer two key questions: “Where am I now?” and “What should I do next?” empowering them to move their learning forward. This course will introduce participants to proven formative assessment strategies that can be used in their classrooms immediately. Further, participants will learn how technology tools can make these strategies even more powerful. This course is designed for teachers of all grade levels and is frequently updated to include new technology tools.

Name and brief bio of the instructor
Jason Roy – Jason is an educator based in Manchester, New Hampshire. Jason currently teaches classes at Bedford High School and Southern New Hampshire University. Before returning to New Hampshire Jason spent 8 years in Mumbai, India where he taught mathematics and worked as a technology coordinator. Jason loves using technology in his classes and enjoys helping teachers of all disciplines transform their lessons through the use of technology as well. Jason has presented numerous times on formative assessment, Google Apps, and other topics both in the United States and overseas

Learning Objectives

  • By the end of the course students will understand the value of formative assessment for improving instruction.
  • Students will learn strategies and purposes for formative assessment that takes place prior to, during, and after instruction.
  • By the end of the class students will know how to use technology to increase the effectiveness of formative assessment.
  • Students will be able to synthesize their learning by creating a unit plan that incorporates a variety of formative assessments using technology tools.

Brief outline of instruction

1.  Introduction to Formative Assessment?

Content:

  • The three main principles of formative assessment, and introduction to technologies that can be used for formative assessment.

Assignments:

  • Students will complete a pre-assessment survey about their knowledge of formative assessment and formative assessment with technology
  • Students will Read Chapters one and two of What Teachers Really Need to Know about Formative Assessment
  • Students will complete an online collaborative K-W-L chart.
  • Students will participate in an online discussion about the three main principles of formative assessment
  • Students will participate in an online discussion about the crossover between formative and summative assessments.
  • Students will discuss grading practices with formative assessment.

2.  Formative Assessment Prior to Instruction

Content:

  • Students will learn about formative assessment strategies that can be used prior to instruction and technologies that will facilitate them.

Assignments:

  • Students will read chapter three of the course text.
  • Students will discuss the purposes for pre-assessment and debate which ones are most applicable to their courses.
  • Students will explore a variety of technology tools for formative assessment prior to instruction. These include a digital bulletin board, a Google Form, Bitly.com, and interactive documents.
  • Students will design a formative assessment to be used prior to instruction, carry it out with their students, and reflect on their work.

3.  Formative Assessment During Instruction

Content:

  • Students will learn about formative assessment strategies that can be used during instruction and technologies that will facilitate them.

Assignments:

  • Students will read chapter four of our course text.
  • Students will discuss strategies for using the data that is generated from formative assessment during instruction.
  • On a collaborate document students will collect and annotate technology enhanced formative assessment strategies that employ technology that meet the seven purposes of formative assessment during instruction.
  • Students will design a formative assessment to be used during instruction, carry it out with their students, and reflect on their work.

4.  Formative Assessment After Instruction

Content:

  • Students will learn about formative assessment strategies that can be used after instruction and technologies that will facilitate them.

Assignments:

  • Students will read chapter 5 of their course text.
  • On a collaborate document students will collect and annotate technology enhanced formative assessment strategies that employ technology that meet the 2 purposes of formative assessment after instruction.
  • Students will give their peers feedback about each others’ work.

5.  Putting It All Together

  • Students will take a unit they have previously taught, or design a new unit and work formative assessment activities into it. They will include at least two formative assessments of each type (prior to instruction, during instruction, and after instruction). They will explain the formative assessment they are going to use in detail, explain how they are going to assess it, and explain the steps they will take with their students based on the assessments’ outcomes.
  • Students will develop a plan for continuing their growth with formative assessment after the course is complete
  • Students will develop a portfolio of formative assessment tools.

Required readings

Black, P., William, D., 1998. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 80(2):139-148.

Greenstein, L. 2010. What Teachers Really Need to Know About Formative Assessment. Alexandria, VA: ASCD

Course Dates & Fees

March 13th – April 23rd, 2017

Course Fees: INR 25,000

Courses may be subject to a minimum enrollment number in order to run.

This is an online course. Approx. 7 to 8 hours of asynchronous instructional time will be required per week.

 

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  1. 4 out of 5

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    Great course! cant wait to take it again next year…

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Duration 6 W
Start Date Spring 2017

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