The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed.
There are various techniques which help to assess student learning. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures.
Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.
Foundations of Teaching for Learning: Introduction to Student Assessment
von
Commonwealth Education Trust
7,365 Angemeldet
Lehrplan - Was Sie in diesem Kurs lernen werden
Woche
12 Stunden zum Abschließen
An Introduction to Assessment Theory and Practice
What is the purpose of assessment? Research has shown that opinions on this differ around the world. In this week’s general introduction to assessment theory and practice, you can compare your own experience of assessment with some contrasting experiences from different parts of the world. We will take a clear look at how educational assessment integrates and links curriculum, teaching, and learning. We will then look at cultural factors that may influence the teaching practices of your workplace.
5 Videos (Gesamt 67 min), 4 Lektüren, 1 Quiz
5 Videos
Formative & Summative: Understanding the impact of timing on assessment decisions11m
The Curriculum-Teaching-Assessment cycle: A framework for integrating assessment with instruction10m
Cultural Concern: Perspectives of minorities on educational assessment13m
Discussion 117m
4 Lektüren
General Overview10m
Syllabus10m
Grading and Logistics10m
Outline for Week One10m
1 praktische Übung
Quiz 120m
Woche
23 Stunden zum Abschließen
The nature of feedback in improving teaching and learning
Feedback can vary greatly in its effectiveness. In the lectures this week we will identify the key characteristics of good (and bad) feedback. We will explore the practice of incorporating feedback into teaching. Teachers and students have their own views on what constitutes effective feedback. Understanding these views can help you to decide how you should give feedback to your own students. We will ask you to consider how you can best provide feedback to minority students. By the end of the week you should be able to generate your own examples of effective feedback for students.
5 Videos (Gesamt 59 min), 1 Lektüre, 2 Quiz
5 Videos
Building Feedback into Teaching: Goals/Intentions; Strengths & Weaknesses12m
Teacher & Student perceptions of feedback9m
Cultural Concern: Perspectives of minorities on appropriate feedback mechanisms11m
Interview 113m
1 Lektüre
Outline for Week Two10m
1 praktische Übung
Quiz 220m
Woche
31 Stunde zum Abschließen
Reporting student achievement
Welcome back to our third week of exploring ideas connected to assessment. In the lectures this week, we explore current approaches to reporting and raise important questions about their validity. We will consider the strengths and weaknesses of standardized test scores and point you to effective techniques for writing reports and giving feedback that will actually help students and pupils improve their learning. We will give you tools for use in your own practice and encourage you how reporting practices used with majority groups might need to be modified for use with parents from minority groups.
5 Videos (Gesamt 60 min), 1 Lektüre, 1 Quiz
5 Videos
Grades, ranks, and scores: Problems with using these approaches12m
Reporting against objectives, not test questions or items7m
Cultural Concern: Perspectives of minorities on appropriate reporting mechanisms10m
Discussion 212m
1 Lektüre
Outline for Week Three10m
1 praktische Übung
Quiz 320m
Woche
44 Stunden zum Abschließen
Guidelines for developing and using objectively answered question procedures
This week we describe specific techniques for designing assessment tools. The assessment tool that we will focus on is multiple-choice questions (MCQs), however we will present a number of different formats. You will be given practical advice and tools for creating a variety of good test questions. The key point to note is that unless such objectively-scored questions are written well, getting them right will not be an indicator of knowledge or skill in the domain being assessed. Test-wiseness (i.e., knowing how to answer such questions) increases test scores but this is no guarantee students actually understand more. Hence, care and attention needs to be paid to how test questions are written. Stay active – and enjoy the learning this week.
5 Videos (Gesamt 62 min), 1 Lektüre, 2 Quiz
5 Videos
Anatomy of a good MCQ: The Wrong Answers11m
Valid alternatives to bad MCQ: Binary choice; Matching9m
Valid alternatives to bad MCQ: Sequencing; Sorting11m
Interview two18m
1 Lektüre
Outline for Week Four10m
1 praktische Übung
Quiz 420m
Woche
51 Stunde zum Abschließen
Guidelines for developing and using human judgement scoring procedures
Last week we focused on assessments that could be scored against agreed correct answers. We will now look at judgement-based assessments. The main assessment method used in teaching has changed from objective-style to using judgement-based assessment. This change has brought forward some new issues for us to consider. We will introduce you to challenges that are inherent in designing and evaluating student performance in open-ended formats in the first lecture. In the next two lectures we will focus on two assessment tools that are often used under judgement-based conditions: the rubric and the essay. In the last lecture, we will explore the concepts of moderation and inter-rater reliability. The topics for this week require you to grapple with notions of accuracy, quality, reliability, validity, and error. By the end of the week you should be able to design a valid and reliable assessment task and corresponding marking scheme (rubric).
5 Videos (Gesamt 59 min), 1 Lektüre, 1 Quiz
5 Videos
Guiding judgements: Analytic & Holistic Rubric design and use8m
Essay marking: Working towards more reliable and valid scoring10m
Moderation: A key to ensuring reliable and valid scoring11m
Discussion 318m
1 Lektüre
Outline for Week Five10m
1 praktische Übung
Quiz 520m
Woche
61 Stunde zum Abschließen
Guidelines for developing and using procedures that involve students in assessment
In this final week we will define two assessment practices that involve student participation: self-assessment and peer assessment. We will provide you with exemplars of both kinds of assessment for your own personal use, and point you to important issues that you will need to consider when preparing your own assessments. By the end of this week you should be able to create peer and self-assessment tasks that facilitate learning for children you teach.
5 Videos (Gesamt 55 min), 1 Lektüre, 1 Quiz
5 Videos
Good Peer Assessment practices9m
Good Self-Assessment practices9m
Concerns with peer and self-assessment: Keeping in mind validity8m
Interview 317m
1 Lektüre
Outline for Week Six10m
1 praktische Übung
Quiz 620m
33%
nahm einen neuen Beruf nach Abschluss dieser Kurse auf
50%
ziehen Sie für Ihren Beruf greifbaren Nutzen aus diesem Kurs
20%
erhalten Sie eine Gehaltserhöhung oder Beförderung
Top-Bewertungen
I really learned a lot from this course. I hope they can make a follow up course dealing more extensively on the different formats of tests and how to analyze validity and reliability of test items.
Hello!\n\nI'll recommend every teacher and trainer to take this course because it helps to make better and more productive.
Dozenten
Dr Peter Keegan
Senior Lecturer, Te Puna Wānanga, Faculty of EducationUniversity of Auckland, New Zealand
Associate Professor Gavin Brown
Director, Faculty of Education Quantitative Data Analysis and Research UnitUniversity of Auckland, New Zealand
Professor John MacBeath
Professor EmeritusUniversity of Cambridge, UK
Über Commonwealth Education Trust
The Commonwealth Education Trust invests in primary and secondary education and the professional development of teachers throughout their careers. Through education it seeks to enhance the opportunities for children from all walks of life to contribute to the sustainable development of their communities.
Häufig gestellte Fragen
Wann erhalte ich Zugang zu den Vorträgen und Aufgaben?
Sobald Sie sich für ein Zertifikat angemeldet haben, haben Sie Zugriff auf alle Videos, Quizspiele und Programmieraufgaben (falls zutreffend). Aufgaben, die von anderen Kursteilnehmern bewertet werden, können erst dann eingereicht und überprüft werden, wenn Ihr Unterricht begonnen hat. Wenn Sie sich den Kurs anschauen möchten, ohne ihn zu kaufen, können Sie womöglich auf bestimmte Aufgaben nicht zugreifen.
Was bekomme ich, wenn ich das Zertifikat erwerbe?
Wenn Sie ein Zertifikat erwerben, erhalten Sie Zugriff auf alle Kursmaterialien, einschließlich bewerteter Aufgaben. Nach Abschluss des Kurses wird Ihr elektronisches Zertifikat zu Ihrer Seite „Errungenschaften“ hinzugefügt – von dort können Sie Ihr Zertifikat ausdrucken oder es zu Ihrem LinkedIn Profil hinzufügen. Wenn Sie nur lesen und den Inhalt des Kurses anzeigen möchten, können Sie kostenlos als Gast an dem Kurs teilnehmen.
Wie erfolgen Rückerstattungen?
Ist finanzielle Unterstützung möglich?
Haben Sie weitere Fragen? Besuchen Sie das Hilfe-Center für Teiln..
Coursera arbeitet mit erstklassigen Universitäten und Organisationen zusammen, um Online-Kurse anzubieten und dadurch universellen Zugriff auf die weltweit beste Ausbildung zu ermöglichen.
© 2019 Coursera Inc. Alle Rechte vorbehalten.
