Ovidijus Stauskas
Introduction
This course have introduced participants to both formative and summative assessments, including rubrics, with a focus on developing feedback literacy for teachers, to enhance their ability to create effective assessments and positively impact their students' feedback literacy. They have developed the skills to create feedback and assessment activities, recognizing various types such as peer and self-assessment. Also, they are prepared to reflect on the ethical considerations and dilemmas that arise in promoting student learning through feedback and assessment practices.
Learning outcomes:
Knowledge
After completing this course, participants have
Knowledge of the characteristics of formative and summative assessment, including the use of rubrics
An understanding of the term Feedback Literacy
Skills
After completing this course, participants can
Create feedback and assessment activities to improve students learning and performance
Recognize different types of feedback and assessment (formative, summative, peer, self-assessment)
General competence
After completing this course, the participants can
Reflect on dilemmas and ethical issues related to the use of feedback and assessment activities to promote learning
Content
Introduction to various forms of assessment, like rubrics, peer- and self-assessment
Feedback as a learning activity
Teacher and student feedback literacy
Organization
Total: 20 hours
15 hours online asynchronous learning, including a digital kick-off session
5 hours working with developing feedback session and reflection note
Assessment
Develop a feedback activity and reflection note (1 page).
Skills / Knowledge
- Feedback Literacy
- Formative Assessment
- Summative Assessment
- Peer Assessment
- Self-Assessment
- Student learning