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Introduction
Assessment for Learning (AfL) is referred to ubiquitously in Singaporean classrooms, but its meanings, implications and applications in schools and wider workplace learning contexts are less clear. This course first examines the discourse of AfL and formative assessment, against its varied and different theoretical constructions from Anglophone countries (e.g. USA and UK), before examining regional case studies from more recent times.
This course is part of:
- Graduate Certificate in Advanced Pedagogical Practices
- FlexiMasters in Advanced Pedagogical Practices
Learners must complete the following courses to attain the Graduate Certificate in Advanced Pedagogical Practices (12 AU):
- MTC902 Designing Curriculum: Theory and Practice (or MTC902A-C)
- MTC903 Assessment for Learning: Theory and Practice (or MTC903A-C)
- MTC904 Facilitating Learning in the Digital Age (or MTC904A-C)
Upon completion of the fourth course, MTC901 Nurturing Learners and Learning (or MTC901A-C), learners will fulfil the AU requirements to attain the FlexiMasters in Advanced Pedagogical Practices (16 AU).
Download Learning Pathway e-Guide
Course participants will:
- Identify the divergent theoretical possibilities and relations inherent in formative assessment and AfL in the research and wider literature, in particular in terms of designing formative assessment tasks.
- Understand and critique AfL policy and practice in schools and institutions, in particular in the construction and/or revision of formative assessment rubrics.
- Propose a coherent set of assessment practices in terms of the design of assessment tasks, assessment rubrics for achievement standards, and formative feedback as dialogue, that enhances the efficacious use of AfL that would be compatible with social-cultural settings within Singaporean schools and institution contexts.
The syllabus of this course is framed as a series of typical (and not exhaustive) questions, which invite participants to inquire and construct their own notions of learning and (consequently) AfL.
Part 1: How are formative assessment and AfL related? Is there a more efficacious conception of AfL as informed by theory and identified by formative assessment scholars and researchers? How relevant is this to Singaporean and wider Asian context? How can assessment tasks be designed to enhance or ensure learning?
Part 2 : What are subject-specific or work-place learning considerations of policies of AfL? What are some ways to identify optimal changes in classroom or work-place assessment practices? How can rubrics be constructed and used to enhance or ensure learning?
Part 3 : What are the tensions between different AfL agendas particularly from social-cultural perspective? What are society/school-wide, teachers and students teaching/learning conditions, processes, functions and outcomes of efficacious practices of AfL? How can assessment tasks, rubrics and feedback enhance efficacious AfL assessment in one s own context?
- Proficiency in English
- At least 2 years of teaching experience in an institute of education
Standard Course Fee: S$4,490.80
| Course Title (Bite sized) | AU | Course Title (Corresponding intact 4AU course) | AU |
| MTC901A Enhancing Learner Wellbeing, Positive Education Purpose and Practice* | 1 | MTC901 Nurturing Learners and Learning* | 4 |
| MTC901B Enhancing Learner Wellbeing, Character Strengths and Mindfulness* | 1 | ||
| MTC901C Enhancing Learner Motivation* | 2 | ||
| MTC902A The Teacher and the Curriculum* | 1 | MTC902 Designing Curriculum: Theory and Practice* | 4 |
| MTC902B The Elements of Curriculum and Curriculum Designing* | 1 | ||
MTC902C Teachers as Curriculum Designers* | 2 | ||
| MTC903A Assessment for Learning: An overview of theory and practice* | 1 | MTC903 Assessment for Learning: Theory and Practice | 4 |
| MTC903B Assessment for Learning: Deep dive into issues and possibilities* | 1 | ||
| MTC903C Assessment for Learning: Putting it together* | 2 | ||
| MTC904A Facilitating Learning in the Digital Age: Part 1 Digital Learning – The tripartite relationship* | 1 | MTC904 Facilitating Learning in the Digital Age* | 4 |
| MTC904B Facilitating Learning in the Digital Age: Part 2 Digital Learning – Theory-practise nexus* | 1 | ||
| MTC904C Facilitating Learning in the Digital Age: Part 3 Digital Learning – Critical perspectives and deepening understanding* | 2 |
*SSG funded and SkillsFuture Credit approved.
The courses listed are:
- Credit-bearing and stackable to Graduate Certificate in Advanced Pedagogical Practices (total 12AUs) and FlexiMasters in Advanced Pedagogical Practices (total 16AUs);
- The 4AU courses are also offered in bite sizes of 1AU or 2AU each.
