Chapters International

Formative Assessment Digital Modules Series

Overview:

Embedding Formative Assessment -
There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting in to the process to what the students are getting out of it. In this series of five 90-minute online workshops, participants will learn:

Why formative assessment needs to be the priority for every school;
What formative assessment is (and isn't);
Practical techniques for implementing formative assessment; and
How to sustain the development of formative assessment with teacher learning communities.

Supporting Professional Development with Teacher Learning Communities

Teacher professional development has been a national priority in most developed countries for well over twenty years, and yet the results have been modest at best. Although the reasons for the failure of teacher professional development to increase student achievement are complex, the most significant factor appears to be that they have mis-diagnosed the problem. Teacher quality is assumed to be a matter of knowledge, and sessions of professional development have been focused on giving teachers they knowledge they are assumed to lack. Such sessions have been largely unsuccessful in increasing student achievement because the “problem” is not lack of knowledge-it is how to change practice. In this session, participants will learn about five key elements of effective professional development (choice, flexibility, incrementalism, accountability, and support), and how these can be enacted with building-based teacher learning communities.

DYLAN WILIAM

Dylan Wiliam is one of the world's leading authorities on the ways that assessment can be used to improve student learning and has authored or co-authored over 300 articles, books, and book chapters on education. After 7 years teaching English, mathematics and science in urban secondary schools in London, he joined Chelsea College, University of London, which later merged with King's College London. During his time at King's College London, he ran the mathematics teacher education programme, co-ordinated a large scale testing programme, served for five years as Dean of the School of Education and from 2001 to 2003, was Assistant Principal of the College. In 2003 he moved to the United States, to take up the post of Senior Research Director at the Educational Testing Service in Princeton, New Jersey, and in 2006 returned to the UK as Deputy Director of the Institute of Education, University of London. Since 2010 he has worked as an independent consultant, advising schools, districts, and regional and national governments on how education can be improved, but he retains his link with the University of London as Emeritus Professor of Educational Assessment.

INVESTMENT

USD 75 Per Module
Five Modules USD 350

This is a series of 5 Digital Modules on Formative Assessment. You can choose to do all 5 modules for a Discounted rate of USD 350 and get a Certificate of Micro Learning for 8 Professional Development hours or choose to do standalone modules and get a Certificate of Participation for 90 minutes.

Upcoming Modules

FORMATIVE ASSESSMENT: WHAT IT IS AND WHAT IT ISN’T—WHEN IT WORKS AND WHEN IT DOESN’T

- By Dylan Wiliam

3rd - 7th October 2020