Assessment for Learning: Theory and Practice (Classroom and Asynchronous E-Learning)
Training Provider: NANYANG TECHNOLOGICAL UNIVERSITY
Course Reference: TGS-2025054340
S$1,553
Original: S$5,177
Save S$3,624
About This Course
This course aims to equip learners with an understanding of the effects of assessment design and practice on students’ learning in a curriculum, and how choice of assessment methods, task design, classroom formative assessment and feedback practice may be situated for reiterative alignment of assessment, curriculum and pedagogy. Learners will also be equipped with ways to identify optimal changes in classroom or work-place assessment practices and skills to construct rubrics that can be used to enhance or ensure learning. Furthermore, learners will learn and apply assessment for learning pedagogies to revise and develop an assessment design in a complete unit lesson plan that ultimately enhances their students’ construction of learning.
What You'll Learn
At the end of the course, learners will be able to:
1. Identify the different theories related to formative assessment and Assessment for Learning (AfL) as seen in assessment literature, with particular focus on designing formative assessment tasks.
2. Describe and critique AfL policy and practice in schools and institutions, in particular in how to construct or revise formative assessment rubrics.
3. Propose a plan that comprises formative assessment tasks, assessment rubrics for achievement standards, and formative feedback as dialogue, that would be suitable for their institutional contexts.
1. Identify the different theories related to formative assessment and Assessment for Learning (AfL) as seen in assessment literature, with particular focus on designing formative assessment tasks.
2. Describe and critique AfL policy and practice in schools and institutions, in particular in how to construct or revise formative assessment rubrics.
3. Propose a plan that comprises formative assessment tasks, assessment rubrics for achievement standards, and formative feedback as dialogue, that would be suitable for their institutional contexts.
Course Details
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