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The Foundations of Teaching for Learning programme is designed for anyone who is currently teaching or would like to teach in any subject or context, whether at school, at home, or in the workplace. This eight-course programme will help you develop and strengthen your skills in teaching, professionalism, assessment, and other areas through dynamic lessons taught by established and respected professionals from across the Commonwealth. As you progress through the programme, you will find yourself strengthening not only your skills but also your connections with colleagues from all over the world. This is a fantastic opportunity for professional development.
There are several techniques for assessing student learning. This course assists teachers in developing and implementing appropriate assessment procedures.
Syllabus :
1. An Introduction to Assessment Theory and Practice
- How societies use assessment and what you believe are the purposes of assessment
- Formative & Summative: Understanding the impact of timing on assessment decisions
- The Curriculum-Teaching-Assessment cycle: A framework for integrating assessment with instruction
- Cultural Concern: Perspectives of minorities on educational assessment
- Discussion 1
2. The nature of feedback in improving teaching and learning
- Feedback Effectiveness: Hattie & Timperley’s framework; Gan’s Question prompts
- Building Feedback into Teaching: Goals/Intentions; Strengths & Weaknesses
- Teacher & Student perceptions of feedback
- Cultural Concern: Perspectives of minorities on appropriate feedback mechanisms
- Interview 1
3. Reporting student achievement
- Reporting useful feedback: Where now, where going, what next?
- Grades, ranks, and scores: Problems with using these approaches
- Reporting against objectives, not test questions or items
- Cultural Concern: Perspectives of minorities on appropriate reporting mechanisms
- Discussion 2
4. Guidelines for developing and using objectively answered question procedures
- Anatomy of a good MCQ: The Question and Answer
- Anatomy of a good MCQ: The Wrong Answers
- Valid alternatives to bad MCQ: Binary choice; Matching
- Valid alternatives to bad MCQ: Sequencing; Sorting
- Interview two
5. Guidelines for developing and using human judgement scoring procedures
- Human judgement: Being aware of the errors we make
- Guiding judgements: Analytic & Holistic Rubric design and use
- Essay marking: Working towards more reliable and valid scoring
- Moderation: A key to ensuring reliable and valid scoring
- Discussion 3
6. Guidelines for developing and using procedures that involve students in assessment
- Rationale and Goals of Involving Students: Improved learning & self-regulation
- Good Peer Assessment practices
- Good Self-Assessment practices
- Concerns with peer and self-assessment: Keeping in mind validity
- Interview 3
