Classroom Assessment and Feedback Architecture

Overview

Traditional schooling often treats assessment as an autopsy—measuring retention only after instruction concludes. This micro-course prepares educators to transform assessment into an instructional engine. Across three progressive modules, participants will ground their practice in psychometric validity, operationalise continuous feedback loops, and foster student metacognitive ownership.

Course Level: Professional Development / Continuing Teacher Education

Duration: 3–4 Hours (Self-Paced) | Format: Asynchronous Micro-Course

Core Framework: Competency-Based Assessment, The Assessment Triad, & Metacognitive Agency

Dr Subhash Nair

Classroom Assessment and Feedback Architecture

Category:

Assessment

Pedagogy

5.0

Enrollments

Level

Intermediate

Time to Complete:

4 hours 0 minute

Lessons:

Certificate:

Yes

One-time for 1 person

Free

Overview

Course Level: Professional Development / Continuing Teacher Education

Duration: 3–4 Hours (Self-Paced) | Format: Asynchronous Micro-Course

Core Framework: Competency-Based Assessment, The Assessment Triad, & Metacognitive Agency

What You’ll Learn?

Differentiate clearly between Assessment OF Learning (Summative), Assessment FOR Learning (Formative), and Assessment AS Learning (Metacognitive/Self-Regulation).

Apply the principle of Constructive Alignment (Biggs) and Backward Design (Wiggins & McTighe) to ensure that learning objectives, classroom learning activities, and assessment tasks directly mirror each other.

Implement non-punitive, agile formative assessment routines to collect real-time data from 100% of students.

Construct task-, process-, and self-regulation-level feedback (Hattie & Timperley) that closes the gap between current performance and expected outcomes.

Design authentic performance assessments that evaluate higher-order thinking (Bloom’s Taxonomy: Analysis, Evaluation, Creation).

Construct single-point or analytic rubrics that clarify expectations and eliminate grading subjectivity.