Embedding Formative Assessment Online Course (5 sessions)
Embedding Formative Assessment - Overview
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:
What formative assessment is (and isn't)
Practical techniques for implementing formative assessment in classrooms – 3 sessions
How to sustain the development of formative assessment with teacher learning communities
Target Audience: Teachers (all grades), Instructional Coaches, Allied Educators and School Leaders
Session 1: Formative Assessment: What it is and what it isn’t—when it works and when it doesn’t
Date & Time: 12 March 2021, Friday, 7.00pm to 8.00pm SGT followed by 15min Q&A session
A number of studies have shown that helping teachers develop their use of formative assessment can have significant impact on the achievement of their students. However, these studies are today often cited in support of formative assessment practices that bear no relation to those that the research shows make a difference. In this session, participants will learn to distinguish between different kinds of formative assessments (including benchmark, interim, and common formative assessments) and, more importantly, know when to use which to make the most difference to student learning.
Session 2: Eliciting Evidence—The Starting Point for Good Feedback
Date & Time: 09 April 2021, Friday, 7.00pm to 8.00pm SGT followed by 15min Q&A session
Questioning, and a range of related techniques for eliciting evidence about student achievement, is a staple in classrooms all over the world, but in most classrooms, the greater part of the “intellectual heavy lifting” is performed by the teacher, with students delegated to a supporting role, or even, in many cases, “absent without leave.” In this session, participants will learn about a range of classroom techniques to improve questioning, including how to create, and capitalize upon, more “teachable moments” and the defining characteristics of effective diagnostic questions.
Session 3: Providing Feedback that Moves Learning Forward
Date & Time: 23 April 2021, Friday, 7.00pm to 8.00pm SGT followed by 15min Q&A session
Feedback can have huge impact on learning, but most of the feedback received by students in schools is, at best, useless, and can, in many situations, actually lower student achievement. In this session, participants will learn about different kinds of feedback, the eight possible kinds of responses that students can make, and why only two of them will actually improve learning. As well as learning about a number of ready-to-use classroom techniques for providing effective feedback, participants will also learn how effective day-to-day feedback practices can be integrated into a classroom grading system that can be used both formatively and summatively.
Session 4: Formative Assessment—The Learner’s Role
Date & Time: 14 May 2021, Friday, 7.00pm to 8.00pm SGT followed by 15min Q&A session
Although the teacher has a key role in the creation of effective learning environments, ultimately, learning is optimized only when students come to “own” their own learning. This session provides participants with a number of practical techniques for teachers to increase learner involvement in the direction, pace and structure of their own learning, including ways of sharing learning intentions and success criteria, peer assessment and self-assessment.
Session 5: Supporting Professional Development with Teacher Learning Communities
Date & Time: 28 May 2021, Friday, 7.00pm to 8.00pm SGT followed by 15min Q&A session
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.
Course Registration Details
Presenter: Professor Emeritus Dylan Wiliam
Delivery Mode: Online via Zoom
Registration Closing: 2 weeks before the session
Full Course Package Fee (for all 5 sessions) - Recommended:
First 2 participants: S$295.00 nett per pax
Next 2 participants: *S$245.00 nett per pax
Subsequent participants: *S$195.00 nett per pax
Early Bird: Register on or before 05 Feb 2021 for additional 10% discount
Individual Session Fee:
First 2 participants: S$65.00 nett per pax
Next 2 participants: *S$55.00 nett per pax
Subsequent participants: *S$45.00 nett per pax
Early Bird: Register on or before the following dates for additional 10% discount
Session 1: 05 Feb 2021
Session 2: 05 Feb 2021
Session 3: 12 Feb 2021
Session 4: 26 Feb 2021
Session 5: 12 Mar 2021
1. *The discounted tier fee only applies to participants from the SAME organisation registering for the SAME session.
2. As this online course consists of 5 sessions, participants are encouraged to sign up for the full course package in order to follow through each session and obtain a better and more thorough understanding of 'Embedding Formative Assessment'.
A place will be reserved for you upon receipt of your registration.
A confirmation email with the Zoom login details will be sent to you 1 week before the session.
An e-invoice will be generated and emailed to you. Payments are to be made in Singapore Dollars (SGD).
Please make your payment either by cheque or GIRO upon receiving our invoice.
All cheques should be crossed and made payable to "Illumien Asia Pte Ltd " with the invoice no. indicated on the back of the cheque.
Any bank charges incurred as a result of bank/telegraphic transfers will have to be borne by the school/organization.
Withdrawals / No-Show
Illumien Asia accepts one-to-one replacement for registered participants who are unable to attend for various reasons. For such cases, kindly inform Illumien Asia beforehand if possible so that the participants' records are updated.
For any withdrawals or cancellation, participants will be subjected to the following charges:
Withdrawal Notice Period / Penalty
More than 14 days - 50% of course fee
Less than 14 days - 100% of course fee
Less than 3 working days or No-Show - 100% of course fee
Illumien Asia reserves the right to change or cancel the session due to unforeseen circumstances. In the unlikely event of a cancellation, all registrants will receive full refund.