The main focus of the training will be on how to use assessment of and more importantly, for learning. In addition to examination of a range of assessment methodologies used by participants for both formative and summative work currently we will explore forms of assessment for learning, and assessment methods for the more creative and diverse forms of learning outcomes which arise when using teaching and learning methodologies such as cooperative learning. Participants will explore how broader skill sets can be assessed and how intercultural approaches and blended learning can give rise to a wider skill set of intercultural competencies and creativity and how these might be assessed.
In addition there will be an opportunity to examine some of the more flexible technological applications for assessment and how a broader range of judgements can be utilised – for example peer and self-assessment methods, identifying intertextuality and consideration of how creativity and soft skills might be assessed.
The notion of holistic assessments will be considered – how can project based learning encompass a wide range of assessed skills and competencies.
The training will be active and participative. Post course social media will be used to support ongoing development of ideas and group support and feedback.
Target group: The target group is schools or organisations which have strategies or core aims of improving learners key competencies including:
Co operation, communication, initiative, entrepreneurial skills, critical and creative thinking, citizenship, teamwork, provision of cultural capital, problem solving and underpinning core skills and embedding these within the subject curricula. Real world assessment. Feedback provision. Participants could be teachers at all levels of education from secondary, further and higher education in both academic and vocational areas. Additionally senior managers, head teachers and other educational staff responsible for teaching and learning. Staff responsible for assessing and assessment setting.
Preparation: Participants will be expected to read the course program and pre released reading material before arrival.
Methodology: Learning by doing is our leading principle. This means that the training is organised in such a way that the participants participate and cooperate actively in group work as well as in plenary sessions. The methods introduced will be used actively during the course.
All participants should be able to discuss and present in English language.
Outcomes: Participants will have the necessary skills to implement creative assessment methods and will have experienced associated feedback provision practice. They should have reached a position of confidence in preparation of assessments for learning and should be able to consider the assessment of creativity. They should be able to formulate holistic assessments which meet both academic or vocational outcomes and underpinning core competencies.
Follow up: On return to their home locations participants will try out the different approaches with their students/pupils and share their experience and material with other participants through social media. The trainera will also give feedback and counselling through the same platform between training sessions.
At the end of the course the participants will have a certificate of attendance including description of participant’s contribution and time input.
Cherry Hopton, Sociologist and Secondary School Teacher and Teachers trainer in Scotland until 2015
Guðrún Pétursdóttir, Sociologist, Teachers trainer and Specialist in Intercultural Education
For all further information please contact Guðrún: firstname.lastname@example.org
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