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Assessment for Learning

  • 16 Apr 2015
  • 9:00 AM
  • 17 Apr 2015
  • 4:00 PM
  • Onsite only -- Chicago
  • 21

Registration

  • Open to public
  • For participants with a discount code.

Registration is closed
Assessment for Learning

Attendance is limited to 27 

Two days, 9 am to 4 pm , Onsite Chicago only

Description: This interactive two-day workshop is designed for professionals who develop and deliver instructional programs and want to incorporate formative assessments to reinforce learning.  The workshop will cover the rules for designing and scheduling formative assessments as devices for learners to measure how well they are accomplishing a program’s objectives.  The workshop will describe the differences between formative measurement (assessment for learning) and summative measurement (assessment of learning).  The workshop is project-based (learn by doing).  Attendees are expected to have one to two instructional programs to work on during the workshop as they will select objectives appropriate for formative assessments, select a formative model appropriate to the objective, develop a scoring device that supports the intent of the objective, and convert an instructional tactic into a formative assessment.  Approximately two to three weeks after the workshop, attendees will be invited to participate as a group in a 90-minute virtual debrief with the instructor to discuss how they have applied the rules, guidelines, and job aids used during the workshop. 

Objectives: Given access to a program’s learning objectives and content outline; examples and non-examples of effective formative assessments; and rules, guidelines, and job-aids for developing and using formative assessments attendees will be able to:
  • Identify enabling knowledge and skills for selected objectives that would benefit from formative assessments.
  • Select the type of formative assessment best suited for the selected objective.
  • Convert a learning tactic into a formative assessment.
  • Develop the assessment instrument including instructions.
  • Develop a scoring mechanism for the assessment instrument.
  • So that future formative assessments, as appropriate
  • Improve learners’ performance on summative assessment.
  • Increase the transfer of new skills to the job.
  • Improve learners’ confidence.
  • Improve stakeholder satisfaction with learning programs.

Also available onsiite upon request.  Please contact Judy Hale,judy@tifpi.org to arrange special sessions.


(c) Hale Associates Center, 2018, www.halecenter.org

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