Name: Assessment for Learning
Brand: University of Illinois Urbana-Champaign
Availability: OnlineOnly
Rating: 4.7 (91 reviews)

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Learner Reviews & Feedback for Assessment for Learning by University of Illinois Urbana-Champaign

4.7

stars

317 ratings

About the Course

For several decades now, assessment has become an increasingly pressing educational priority. Teacher and school accountability systems have come to be based on analysis of large-scale, standardized summative assessments. As a consequence, assessment now dominates most conversations about reform, particularly as a measure of teacher and school accountability for learner performance. Behind the often heated and at times ideologically gridlocked debate is a genuine challenge to address gaps in achievement between different demographically identifiable groups of students. There is an urgent need to lift whole communities and cohorts of students out of cycles of underachievement. For better or for worse, testing and public reporting of achievement is seen to be one of the few tools capable of clearly informing public policy makers and communities alike about how their resources are being used to expand the life opportunities for their children. This course is an overview of current debates about testing, and analyses the strengths and weaknesses of a variety of approaches to assessment. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. Other topics include the use of data mining, learning analytics and artificial intelligence in learning management systems and educational technology platforms. Participants will be required to consider issues of data access, privacy and the challenges raised by ‘big data’ including data persistency and student profiling. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Related Resources -------------------------------- Online resources are available here: https://newlearningonline.com -------------------------------- Join our Online Communities! -------------------------------- CGScholar (Create an account and join the New Learning community) https://cgscholar.com/community/community_profiles/new-learning/community_updates Facebook https://www.facebook.com/newlearningonline Twitter https://twitter.com/neolearning -------------------------------- Take this Course for Credit at the University of Illinois -------------------------------- This course has the same content and anticipates the same level of contribution by students in the Assessment for Learning course offered to graduate certificate, masters, and doctoral level students in the Learning Design and Leadership Program in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, you will find more information about our program here: https://ldlprogram.web.illinois.edu/overview/ And you can apply here: https://education.illinois.edu/epol/programs-degrees/ldl -------------------------------- The Learning Design and Leadership Series of MOOCs -------------------------------- This course is one of a series of eight MOOCs created by Bill Cope and Mary Kalantzis for the Learning Design and Leadership program at the University of Illinois. If you find this MOOC helpful, please join us in others! e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age https://www.coursera.org/learn/elearning New Learning: Principles and Patterns of Pedagogy https://www.coursera.org/learn/newlearning Assessment for Learning https://www.coursera.org/learn/assessmentforlearning Learning, Knowledge, and Human Development https://www.coursera.org/learn/learning-knowledge-human-development Ubiquitous Learning and Instructional Technologies https://www.coursera.org/learn/ubiquitouslearning Negotiating Learner Differences: Towards Productive Diversity in Learning https://www.coursera.org/learn/learnerdifferences Literacy Teaching and Learning: Aims, Approaches and Pedagogies https://www.coursera.org/learn/literacy-teaching-learning Multimodal Literacies: Communication and Learning in the Era of Digital Media https://www.coursera.org/learn/multimodal-literacies...

Top reviews

Sep 13, 2020

VERY INFORMATIVE AND KNOWLEDGEABLE, IT WILL BE HELPFUL FOR FURTHER STUDIES.

Jul 12, 2022

I have learned a lot in this course and it is very helpful and applicable in my professional career. I like this course most. Thank you very much

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76 - 91 of 91 Reviews for Assessment for Learning

By Мусин М М

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Dec 12, 2024

хорошая программа

By Florentina S

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Nov 28, 2022

I really learned.

By Rafael E

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Aug 17, 2022

Excellent course!

By Каракоз М

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Sep 13, 2025

Супер! Спасибо!

By sy, k a

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Dec 6, 2025

very helpful

By Күнімай А

•

Oct 7, 2025

Жақсы ой

By DOMINGO J B

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Oct 5, 2022

Great!

By Ahmad m a k

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Apr 8, 2025

ممتاز

By Marylou F

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Oct 3, 2022

good

By Sudha S R

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Nov 18, 2022

A very good course to know about assessments in real time situations, videos and lectures were informative and assignments were designed according to the course requirements.

By Youngtak K

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Jun 11, 2024

This course was invaluable for understanding the broader aspects of assessment in the education field. However, the last part(Week 4) was somewhat unexpected.

By Mark H B

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Apr 1, 2026

Although the lectures and readings were helpful, the assignments were terribly designed with confusing instructions. It was unclear if the discussion posts were supposed to be separate from the updates. I also don't think that crowdsourced grading was a good idea. The rubrics presented vague criteria over what constituted levels of quality. For example, one item on the rubric was whether the update demonstrated an understanding of the material in that module, yet it was unclear what that should entail. Should there be an outline of key information that should be included in the update? And why would classmates be the judge of that? The instructors should be the ones to determine the rubric score on what constitutes a thorough summary of the module material. Then there was the rubric item of "presenting new and interesting information." That is a very subjective judgement call, yet our course grades are dependent on how classmates interpret it. Finally, we were encouraged to include links in our assignments, but when I graded others' assignments, I could not click on links or copy and paste them to another window. On nearly every assignment I had to get assistance, which took a lot of unnecessary time. Once I received a vague warning that I could not submit an assignment. After two hours of rewriting and contacting support, I finally learned that my title was too long. That should not be happening in a professional course. These assignments are poorly constructed and should be overhauled.

By Dave L

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Oct 26, 2022

This course is really just a commercial for Michigan University. That being the case, it failed to impress. Some of the content is decent, though highly biased and single-sided. The set-up, with lots of peer assessment, may have worked initially, when there were lots of participants; now, it is tedious at best, and makes it impossible for participants to meet their deadlines.