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Introduction to Micro-Course 1

This work is licensed under a Creative Commons Attribution 4.0 International License. Educators and others may use or adapt. If modified, please attribute and re-title.

Version 1.0 | Updated October 2021 | Developed By:�Carla Evans & Jeri Thompson�National Center for the Improvement of Educational Assessment

Micro-Course 1:

Learning Acceleration Using Formative Assessment Processes in the Classroom (Introductory Version)

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Intended Audience

K-12 Classroom Educators

Guiding Questions

How do I know what my students are supposed to be learning?

How do I figure out what my students know and can do before, during, or after instruction?

How do I identify my students’ unfinished learning and accelerate learning?

How do I adjust my instruction to better meet student learning strengths and needs?

Micro-Course 1 Outline

Module 1

Overview: Formative assessment processes and learning acceleration (Introduction)

Module 2

Where the learner is now, Part 1: Using quick pre-assessments to elicit evidence of student strengths and learning needs

Module 3

Where the learner is now, Part 2: Using formative assessments during or after instruction to elicit evidence of student strengths and learning needs

Module 4

Closing the gap, Part 1: Using evidence of learning to adjust instruction and better meet students’ needs

1	Pre-Recorded Video Presentation Each module contains a pre-recorded video presentation that is between 15-25 minutes, as well as links to resources referenced in the video presentation.
2	Module Design The modules are intended to support educator reflection and changes to formative instructional/assessment practices. As a result, each module includes a warm-up question, embedded pause & reflect/discuss questions, and final reflection questions and/or application activities.
3	Slides, Handouts, and Scripts Presentation slides, handouts, and script available for download and use. All materials are CC-BY 4.0 licensed, which means they can be reused/adapted as long as attribution is provided.

Intended Use

The modules were created to be used in a couple different ways.

The modules can be viewed as stand alone modules and in any order. That said, there is a coherent sequence of learning developed across the modules.

Individual teachers	Groups of teachers (PLCs, team meetings, etc.)

Going Deeper: Micro-Course 2

Module 1

Module 2

Where the learner is going: Clarifying, sharing, and understanding learning intentions and success criteria

Module 3

Module 4

Closing the gap, Part 2: Involving students and their peers in the formative assessment process

Pathways

Overview of Formative Assessment Processes (Introduction)
Overview of Formative Assessment Processes (Advanced)
Where the learner is going: Clarifying, sharing, and understanding learning intentions and success criteria	Where the learner is now, Part 1: Using quick pre-assessments to elicit evidence of student strengths and learning needs	Where the learner is now, Part 2: Using formative assessments during or after instruction to elicit evidence of student strengths and learning needs	Closing the gap, Part 1: Using evidence of learning to adjust instruction and better meet students’ needs	Closing the gap, Part 2: Involving students and their peers in the formative assessment process	How to get there: Providing feedback that moves student learning forward

Micro-Course 1

Micro-Course 2