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Foundations of Assessment for Learning

Assessment for Learning in Higher Education: Purpose and Scope

Core Principles of Assessment for Learning

Learning Objectives and Success Criteria

Formative and Summative Assessment

Distinguishing Formative and Summative Assessment

Designing Formative Assessment Opportunities

Using Assessment Evidence to Adjust Teaching

Feedback for Student Growth

Characteristics of Effective Feedback

Feedback Timing, Modality, and Workload

Closing the Feedback Loop

Implementing an Aligned Assessment for Learning Plan

Alignment and Quality in Assessment Design

Developing an Assessment for Learning Action Plan

Quiz

Which statement best distinguishes formative assessment from summative assessment in higher education?

Which Assessment for Learning principle most directly helps students understand what quality work looks like before they submit an assignment?

Which feedback comment is most actionable for a student revising an academic argument?

After reviewing an ungraded concept check, an instructor finds that many students hold the same misconception. What is the most appropriate Assessment for Learning response?

Which course design feature best closes the feedback loop for students?

Survey and Feedback

Course Feedback Survey: Assessment for Learning in Higher Education

Welcome to "Foundations of Assessment for Learning in Higher Education," a comprehensive and transformative course designed to revolutionize how you evaluate, support, and inspire student learning. In today's dynamic higher education landscape, assessment is no longer just about assigning grades or meeting accountability metrics; it is a powerful, ongoing process for driving student growth, fostering equitable participation, and enhancing overall instructional effectiveness.

Welcome to "Foundations of Assessment for Learning in Higher Education," a comprehensive and transformative course designed to revolutionize how you evaluate, support, and inspire student learning. In today's dynamic higher education landscape, assessment is no longer just about assigning grades or meeting accountability metrics; it is a powerful, ongoing process for driving student growth, fostering equitable participation, and enhancing overall instructional effectiveness. This course delves deep into the core principles of Assessment for Learning (AfL), guiding educators to shift their focus toward continuous improvement and learner agency. Throughout this engaging program, you will explore the critical differences between formative and summative assessments, learn to craft transparent, measurable learning objectives using the revised Bloom's Taxonomy, and develop clear, student-facing success criteria. You will also discover practical, evidence-based strategies for designing low-stakes formative activities that seamlessly integrate into lectures, seminars, labs, and online environments. Furthermore, the course emphasizes the art of delivering timely, specific, and actionable feedback while creating sustainable workflows that respect your time and workload. By the end of this journey, you will be fully equipped to build an aligned Assessment for Learning action plan tailored to your specific university course, ensuring that your assessment practices are fair, transparent, and highly effective. Join us to empower your students, close the feedback loop, and elevate your teaching practice to new heights.

CTE Assessment for Learning in Higher Education

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            <p>Assessment for Learning (AfL) represents a critical pedagogical approach in higher education, shifting the focus from traditional grading and accountability to the continuous facilitation of student growth. This course explores the foundational principles of AfL, equipping educators with the strategic frameworks necessary to seamlessly align learning outcomes, instructional activities, and assessment evidence. Instructors will examine the vital distinctions between formative and summative assessments, learning to design low-stakes, formative opportunities that elicit clear evidence of student comprehension across various learning environments. By establishing transparent success criteria and measurable learning objectives rooted in the revised Bloom's Taxonomy, faculty can empower learners to monitor their own progress while simultaneously utilizing assessment data to make informed, real-time adjustments to their teaching methodologies.</p>

<p>Beyond the gathering of evidence, the efficacy of this approach relies heavily on the delivery and application of high-quality feedback. Throughout the modules, educators will analyze the characteristics of actionable, constructive feedback and explore diverse modalities that balance sustainable faculty workloads with meaningful student development. A central focus is placed on closing the feedback loop, ensuring that course designs provide structured opportunities for students to interpret, reflect upon, and apply the guidance they receive. Ultimately, participants will synthesize these evidence-based practices to develop a comprehensive Assessment for Learning action plan, integrating Quality Matters principles to foster equitable, transparent, and highly effective academic experiences for all learners.</p>
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