The course explains how to accompany students during their learning path with assessment activities. The aim of these activities is to give frequent feedback, so that it can be easier for students to keep on track and arrive at the final assessment properly prepared.
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Many times in students’ lives assessment is synonym of stressful experience, and connecting “learning” with “stress” means making it an awful experience after all, which compromises long term memory of what you have learned. Neuroscientific research proved it already; positive motivation, on the contrary, promote a qualitative improvement of the brain circuitry involved in memory and executive functions.
Superior learning happens in classroom experiences relevant to students’ lives, interests and experiences. So: what if we moved the assessment within the learning path? We could transform it in a check-in to see if learning is there, otherwise we could give feedback and support students to get back on track. A question or an exercise, every once in a while, does not interrupt the learning flux but supports it in keeping the right direction, toward the achievement of the learning outcomes. After that learning will be already there, it’s only a matter of its measurement.
This MOOC is entitled “New Assessment Strategies”, because it focuses on new ways to perform assessment, focusing on learning and not only on its measurement. It is part of the “MOOCs for Teachers” series and according to the series’ style, it talks mainly to teachers who want to improve their effective support to students.
In this MOOC you’ll have the chance to listen about these factors directly from the voice of teachers who are familiar with different kind of formative feedback in very different contexts. You’ll meet the following guests: Marius Boboc (Professor Cleveland State University, USA) Ignacio Jaramillo Urrutia (Teaching Management Manager at the ILUMNO University Network, Colombia), Ana Moura Santos (Assistant Professor of the Dep. of Mathematics of Instituto Superior Técnico in Lisbon, Portugal) and Maurizio Zani (Physics Researcher at Politecnico di Milano, Italy).
Total workload of the course: 13 hours
This MOOC is provided by Politecnico di Milano, in collaboration with UNIT (Université Numérique Ingénierie et Technologie)
The course is delivered in online mode and is available free of charge.
Course materials will remain available to all enrolled users after the end of the current edition, so they can return to content later. The current course edition will be followed by a new one just after its end.
The MOOC is organized in 5 weeks:
You’ll have the chance to choose among three different levels of involvement, even if there is no explicit distinction in the contents, considering the effort you may put in it: reading and viewing, communication and production paths are available.
Week 0 is an introduction to the MOOC, its structure and the main subject we are dealing with.
From week 1 to week 4 you’ll find the core part of the MOOC, dealing with New Assessment Strategies: you’ll start from concrete experiences and, through a deep reflection on them and a guided analysis of the theoretical background, you’ll reach the “hands on” part, in which you’ll have the chance to start using this approach for your own course’s design.
Finally yet importantly, there is a final section, which focuses on the pedagogical approach applied in this MOOC as a whole. This section has been designed and developed by Université Numérique Ingénierie et Technologie. In this section you’ll have the chance, as a teacher, to reflect on the overall design phase of a course, as a meta-level.
By actively participating in this MOOC, you will achieve different intended learning outcomes (ILOs).
No prerequisite knowledge is required for this course, even if previous experience in didactics and teaching will be helpful. The course is mainly addressed to professors and teachers, at all levels, who are willing to think about some innovation in their pedagogical approach.
Over and above consulting the content, in the form of videos and other web-based resources (the reading path), you will have the opportunity to discuss course topics and to share ideas with your peers in the Forum of this MOOC (the communication path). The forum is freely accessible and participation is not guided. You can also perform design activities to build your own courses using templates and suggestions about new assessment strategies (the production path).
In addition to these different types of activities and levels of involvement, the course entails questions in the form of self-assessment quizzes or as hints for reflection, as well as discussion activities in the Forum and design activities in WEEK 4. You are not required to answer these questions or participate to activities to complete the course, but we strongly believe they offer you a concrete opportunity to improve your knowledge! Instead, the quiz you will find at the end of the core WEEKs (except WEEK 0 and the final section on the pedagogical approach) will be evaluated.
The final grade for the course is based on results from your responses to the quizzes you will find at the end of each week (except Week 0 and the final section on the pedagogical approach). You will successfully complete the course if you reach 60% (or more) of the total score by the end of the edition. The course’s total score will be calculated by averaging the scores of the assessed quizzes for each individual week.
The Certificate of Accomplishment will be released to anyone who successfully completed the course by answering correctly to at least 60% of the questions. You will be able to download the Certificate of Accomplishment directly on the website.
Once you have successfully passed the course, you can request the Certificate of Accomplishment without waiting for the end of the edition.
The Certificate of Accomplishment does not confer any academic credit, grade or degree.
EQF Level 6
011 Education
0111 Education Science
The forum of this MOOC is freely accessible and participation is not guided; you can use it to compare yourself with other participants, or to discuss course contents with them.
If you have any enquiries about the course or if you need technical assistance please contact pok@polimi.it. For further information, see FAQ page.
This MOOC is the result of a proficient collaboration between many people, at international level. Politecnico di Milano - METID had the chance to enjoy working closely with UNIT partners and to benefit from the kind availability of many international teachers, who already experienced flipped classroom approach.
Paola Corti is a Project Manager at Politecnico di Milano – METID; she is an instructional designer involved in MOOCs design and production for POK platform. She coordinated the design of the course, involved international testimonials, together with other curators, in order to collect the experiences available in this MOOC, and she kept together the design and the production groups… and many are things needed : )
Ariane Dumont, Professor at the Western Switzerland University of Applied Sciences, Educational Developer and responsible for promoting innovation in pedagogy. She will nicely guide you through some interesting models, which can support you in exploring and experimenting OERs according to her experience, which she is eager to share with us.
Aude Pichon, Advisor in Pedagogy in the Center for Professional Development in Education at the Ecole des Mines in Nantes and Coordinator, she has been in charge of the pedagogical development within uTOP (UNIT) in France. She not only advises on teacher training projects, but also develops them and leads them either face-to-face or remotely.
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