For self-learning modules to be effective, it is essential they build on the prior competence of learners, something that requires formative assessment practices to be used. This course will help you enhance formative assessment design within the self-learning modules you write.
"Formative assessment is when “evidence about student achievement is elicited, interpreted, and used by teachers, learners or their peers, to make decisions about the next steps in instruction that are likely to be better or better founded than the decisions they would have taken in the absence of the evidence that was elicited” (Black & Wiliam, 2009, p. 9)
For formative assessment to be incorporated in self-learning modules, the modules meet fundamental principles of alignment and accessibility. Once these are in place, the three processes within formative assessment practice (eliciting, interpreting, and using) can be incorporated. Eliciting involves evidence of what learners do, say, make and write. Interpreting makes meaning from the evidence. Using makes changes to the experience of learners based on the evidence.
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