Assessment for Learning Strategies

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ISBN 9786275224914

Category(s) Extended Training Course

Description

This course offers a practical and reflective journey into Assessment for Learning (AFL), focusing on how to effectively identify and respond to your students’ learning needs. You’ll explore strategies for gathering meaningful evidence about student progress and examine how to use that information to support learning in real time.

A central theme of the course is the role of feedback—what makes it effective, and how to apply it in ways that genuinely enhance student understanding. Through relatable classroom examples, the course emphasizes a learner-centered approach that supports both students and teachers.

Whether you're new to AFL or looking to deepen your practice, this course provides fresh insights, practical tools, and opportunities to reflect on your own teaching context. It is designed to support educators across a wide range of settings.

Start Date: 15th September 2025
End Date: 10th October 2025
Live Classes: Thursdays – 03:30-05:00
Duration: 6 weeks
Time commitment: 3 hours per week on course reading and assignments
Course Price: 25000

Course Modules

Teaching with Confidence: Essential Skills for New Teachers
Module 0: Getting set for the OTA	Module 1: Introduction to assessment for learning
What do we know about each other? How do I get a certificate? What is reflection? What expectations do we have?	What is assessment for learning? How is AfL different from assessment of learning? What does AfL mean for student roles? What does AfL mean for teacher roles?
Module 2: Feedback: what is it and what makes it effective	Module 3: Benefits and challenges of the approach
What is feedback and why is it important? What makes feedback effective? What does effective feedback focus on? What does effective feedback mean for learner and teacher roles?	What do you consider to be the benefits? What are the challenges? Where are the gaps between how you use AfL now and how you would like to use it? How can these gaps be closed?
Module 4: Feedback in action	Module 5: Success criteria
How can students be made active agents in the feedback process? How can feedback help students develop effective learning strategies? How can prompts be used effectively in feedback? How can we ensure that feedback leads to real learning?	What are success criteria? How can success criteria support learning? How can success criteria be negotiated? What are the best ways to use exemplars and modelling?

Neda Mulji is working with OUP as Senior Manager, Professional Development and is a Fellow of the Higher Education Academy UK. Before joining OUP, Neda has taught communication skills and English courses for several years as a university lecturer in Dubai and English as a Foreign Language in London, UK. She has a BSc (Hons.) from LUMS, MA in Postcolonial Studies – Literature and Culture from Goldsmiths, University of London, a Cambridge Certificate of English Language Teaching to Adults (CELTA) and a Postgraduate Certificate in Higher Education (PGC-HE) from Middlesex University. Neda is a columnist for Dawn on topics in education and has authored a book on parenting, titled ‘The Love Connection’, published by Austin Macauley, UK. She has also written a children’s story called ‘Little Jimmy’, published by OUP. Neda is a certified workplace coach with the European Mentoring and Coaching Council (EMCC).

Seema Khurram is a certified educationist from the Australian Catholic University, with expertise in Educational Leadership & Management, Staff Development, and School Management. She brings diverse experience in both teaching and leadership roles at schools and higher secondary institutions (college level). Seema specializes in developing effective classroom tools to teach conceptual and problem-solving skills through an activity-based approach. She has four years of leadership experience at Aga Khan School, where she served as Academic Coordinator and Vice Principal. Currently, she is working as a Regional Professional Development Coordinator at Oxford University Press.

Course requirements

Participants must demonstrate a minimum intermediate level of English language proficiency (B2) to be able to process and engage fully with course content.

Participants should have access to a class/students to apply course practice.

Participants should have access to an internet service, a laptop/PC, and headphones.

Participants will be expected to commit a minimum of 18 hours online over the duration of their course –roughly 3hrs per module.

FAQs

How long is the course?

The course will run for six weeks

How many online sessions will there be?

This course has both asynchronous and synchronous content. You will be required to read some course material and complete some tasks at your own convenience. Live sessions with the tutor will be held on Microsoft Teams once a week for 90 minutes.

How much will it cost?

The course fee is PKR 25,000. We offer a discount for multiple registrations – PKR 23,000 each if two or more participants register together.

What will I get?

Participants will be given course material online, handouts to read and support from the tutor. Upon successful completion of the course, you will receive an E-certificate from the Oxford University Department of Continuing Education (OUDCE).

What do I need to do to complete the course?

You will be required to read the course material, complete the tasks given on the course platform, contribute to the discussion board, respond to your colleague’s input, attend at least 80% of the live sessions and complete the Evidence of Learning.

What is Evidence of Learning?

This is a reflection and action plan of 450-650 words to show your learning from the course. You will have 3 months after the end of the course to email your Evidence of Learning to be assessed by OUDCE.

OUDCE certificates will be awarded to participants who successfully complete the Evidence of Learning (EoL)