No standards provided.

To earn this 0.5 USBE credit microcredential you will submit two evidence items to demonstrate your use of academic assessment to personalize for learners. You will also submit a reflection. Click the Earn This Microcredential button for more information.

If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.

Assessment in personalized leaning is formative and ongoing. Students may be taking different paths in their personalized learning experience, and students may also be given choices on how they will show what they know. The assessment data will be used to guide future personalized instruction.

Ms. Smith’s class is working on persuasive essays. She is teaching a mini lesson on how to cite sources in their essay. The intended learning outcome is for students to internally cite sources correctly. Ms. Smith creates a playlist for students to choose from to meet the learning outcome. She embeds in the playlist informal checks along the way and opportunities for feedback so students can identify whether they can internally cite sources correctly in their writing. Ms. Smith creates a formative assessment that tests whether each student has achieved the intended learning outcome. Embedded in the playlist is a Flipgrid where students respond to a prompt detailing how to cite sources correctly. Students must also view peers’ videos to assess their learning. In the playlist, there is also a Nearpod lesson, with examples and non-examples of citations. Based on students' work in the Nearpod module, they receive immediate feedback on their ability to internally cite sources. Once students have received feedback from the Nearpod and Flipgrid on their proficiency level, they may choose to continue to explore other learning opportunities on the playlist or see the teacher for more help. After the students have had adequate time to explore the resources in the playlist, all students will take a written formative assessment that focuses on students’ ability to internally cite sources. Feedback is given immediately as it is corrected together, scored, and sent home for parents to view. Students who have mastered the skill go on to an extension task. Students who need more support will meet with Ms. Smith in a small group and/or with peer groups.

Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works by Weston Kieschnick

Technology is awesome. Teachers are better. Blending new technologies into instruction is a non-negotiable if we are to help our students gain these skills they will need to thrive in careers. And so too is educators' old school wisdom in planning intentional blended learning that works: Bold school thinkers embrace Blended pedagogies and Old school wisdom. In Bold School blended learning is demystified and distilled into the powerful, yet simple Bold School Framework for Strategic Blended Learning to help you enhance your instruction and learning.

Blended Learning Definitions from The Christensen Institute
https://www.christenseninstitute.org/blended-learning-definitions-and-models/

This short article from the Christensen Institute describes a number of different blended learning models.

Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, 2nd Edition by Connie M. Moss and Susan M. Brookhart

Formative assessment is a continual process in the classroom. Moss and Brookhart provide the pedagogical background necessary to use any tool to assessment student learning. This knowledge will help a teachers make the right choices when creating assignments or discussions in Canvas.

Blended Learning in Action: A Practical Guide Toward Sustainable Change by Catlin Tucker, Tiffany Wycoff, and Jason T. Green

Blended Learning has the power to reinvent education but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skill set for both teachers and school leaders. Loaded with research, examples, and resources, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. This is a resource teachers and leaders need to help them shift to a blended learning model and transform education for the 21st century.

Personalized Learning in the Middle Grades: A Guide for Classroom Teachers and School Leaders

Personalized Learning in the Middle Grades shows how teachers in grades 5–8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning—particularly around essential skills that cut across disciplines.

Personalized Learning & Formative Assessment
https://www.sdcoe.net/lls/assessment/Documents/ContinuousLearning/Personalized_Learning_Formative_Assessment.pdf

This presentation outlines the vital role that formative assessment plays in personalized learning.

Formative Assessment to Initiate Personalized Learning
https://www.gettingsmart.com/2015/07/formative-assessment-to-initiate-personalized-learning/

This resource discusses the difference between formative and summative assessment. It also describes how to use them in the classroom and how to use technology as an efficient tool for formative assessment.